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1978-79 CATALOG 


Introduction 1 

CommitmentsofEckerd College 2 

Academic Program 5 

Descriptions of Courses and Majors 

FallTerm and Spring Term 17 

Autumn Term 79 

WinterTerm 81 

Campus and Student Life 88 

Admission 92 

Financial Aid 94 

Expenses 97 

Faculty 98 

Administration 100 

Board of Trustees 101 

Index 102 

Calendar of Events 106 


Eckerd College, a coeducational college of the 
liberal arts and sciences, awards the Bachelor of 
Arts and Bachelor of Science degrees. Related by 
covenant to the Presbyterian Church, U.S. and 
the United Presbyterian Church, U.S.A., we have 
earned full accreditation by the Southern 
Association of Schools and Colleges. Our cam- 
pus is located on 281 acres of beautiful, tropical 
waterfront property in a suburban area of St. Pe- 
tersburg, Florida. 

Founded in 1958 as Florida Presbyterian College, 
we admitted our first students in 1960. In 1972 the 
college's name was changed to honor Jack M. 
Eckerd, a prominent Florida civic leader and 
businessman whose gifts and commitments to 
the institution have helped to insure its continu- 
ing excellence. More than 2,300 graduates are 
seeking to lead lives of leadership and service in 
communities throughout the world. 




This catalog is designed to give you a com- 
prehensive picture of the learning opportunities 
available at Eckerd College. We are proud of what 
we have achieved in a short time, and welcome 
you to join us in an exciting and continuing edu- 
cational adventure. As you read this document, 

you should be aware of certain basic commit- 
ments which have guided our history and plan- 
ning. These commitments and our efforts to 
achieve them have enabled us to be distinctive 
among the 3,000 colleges and universities in the 
United States. 


The major purpose of our educational program is 
to foster the development and expression of the 
unique potential of each student. We seek to 
prepare students for the basic responsibilities of 
life, and especially for lives of competent and 
humane leadership and service in the modern 
world. We expend a great deal of energy deliver- 
ing a quality academic program, but we recog- 
nize that individuals are more than "minds." We 
are vitally concerned with the development of 
whole persons, and work hard to encourage the 

intellectual, spiritual, cultural, social and physical 
growth of each student. While education is a 
life-long process, the Eckerd experience is de- 
signed to assist each student to be free from the 
limitations imposed by ignorance, narrowness, 
conformity, self-centeredness, and social and 
political irresponsibility. Our aims are to help in- 
dividuals achieve excellence in thought, creative 
activity, and conduct; and to spark the imagina- 
tion about future possibilities for the human 


Eckerd College seeks to combine the Christian 
faith and liberal education in a viable, creative 
relationship. We believe that as a Christian col- 
lege we are better able to achieve the fundamen- 
tal goal of individual development than any other 
type of college or university. To give focus to our 
Christian commitments, we maintain an active 
covenant relationship with the Presbyterian 
Church, U.S. and the United Presbyterian 
Church, U.S.A. However, the college community 
is not narrowly sectarian. It includes, among its 
faculty, students and staff, individuals of many 
denominations, faiths and philosophies. 

As a church-related college community, we seek 
to give the Christian faith a full and complete 
hearing in a setting where students are free to 
accept or reject it, but not ignore it. Confident in 
the belief that all truth is of Cod, we seek to 
develop an atmosphere of free and open inquiry 
into all aspects of knowledge and faith. By exam- 
ple, study and confrontation, we encourage each 
student to develop moral clarity and seriousness. 
Our aim is to assist students to clarify their be- 
liefs, assess their value priorities, and learn to act 
responsibly on the basis of their convictions. 


The relatively small size of the Eckerd student 
body allows numerous opportunities for close 
and meaningful personal relationships between 
students and faculty. Each Eckerd student has a 
faculty academic adviser. But it is significant that 
we refer to our advisers as "Mentors." Our fac- 
ulty is expected and even specially trained to 
facilitate the total growth of students. The Men- 
tors are concerned human beings who are read- 
ily available to help students deal with the dif- 
ficult questions, uncertainties and pressures 
which accompany growth during college years. 

Because the faculty is committed to the primary 
importance of teaching, we have developed a 
solid reputation for excellence in the teaching of 
undergraduates. While Eckerd College profes- 
sors are engaged in productive scholarship and 
creativity, these activities are designed to provide 
solid bases for teaching excellence and intellec- 
tual stimulation. Our aim is to provide those 
teaching and learning opportunities which foster 
individual growth and build lasting friendships. 
We are certain that learning occurs best in an 
environment which is rigorous, supportive and 


While Eckerd College is committed to helping 
students develop competence in a specific major 
or field of study, we are equally committed to 
general education. Our approach to general 
education has focused upon those skills, 
perspectives and habits of mind which are likely 
to increase the quality and usefulness of the lives 
which our students will lead in the future. 

Through our program, we emphasize values and 
interdisciplinary study. We hope to encourage in 
students a better understanding of themselves, 
their relationships to the world of nature, and the 
social problems and prospects which they share 
with others. Students are guided and encour- 
aged to experience directly the variety of ways in 
which knowledge is gained and creativity is fos- 
tered. We involve students in careful inquiry into 
the intellectual riches of various heritages, and in 
direct encounter with cultures other than their 
own, both through courses on campus and pro- 
grams in other countries. 

In addition to the broadening and liberating pur- 
poses of our general education program, it is de- 
signed to provide a basic foundation for ail future 
learning. Emphasis is placed upon learning how 
to learn and how to communicate effectively 
what has been learned. Our aims are to help stu- 
dents experience a love for learning, to assume 
increased responsibility for their own growth, 
and to master the skills necessary to understand 
and deal with a rapidly changing and increasingly 
complex world society. 


Our commitment to individual development in- 
cludes a genuine concern about helping students 
prepare themselves to do something with their 
lives in the larger world. Through more than 30 
formal majors and pre-professional programs, 
opportunities are available to develop the skills, 
knowledge and attitudes necessary for the world 
of work. In addition, through independent study 
and individually designed areas of concentration, 
we encourage students to supplement and adapt 
the formal curriculum in ways which are uniquely 
related to their personal interests and aspira- 

We recognize that significant learning can occur 
in a variety of settings. Participation in intern- 

FTKFRn rni i fcf 


ships, job placements, and other off-campus 
learning experiences both in this country and 
abroad enables students to integrate theory and 
practice, and helps them to clarify the values and 
career choices which they face. Because we are 
committed to an active, participatory educational 
process, faculty engage students in the learning 
of science, theatre, management and other dis- 
ciplines by doing. Our aim is to provide quality 
instruction and programs to assist each student 
to become a self-directed, competent, humane 
person and citizen, who is capable of making his 
or her mark upon the future course of society. 


There is a rich diversity among Eckerd College 
students which is educationally desirable. Stu- 
dents come to campus from more than 40 states 
and 30 foreign countries. They enroll from urban, 
suburban and rural areas; from developed and 
developing countries; and from a great variety of 
cultural, ethnic and religious backgrounds. The 
cosmopolitan nature of the Eckerd campus en- 
riches the total educational experience as stu- 
dents learn from each other. 

Building upon this diversity, we share a sense of 
community based upon mutual objectives, con- 
cerns and experiences. Academic interests pro- 
vide the roots for a sense of community, which is 
enhanced by worship experiences, student ac- 
tivities, athletic events, concerts, lectures and 

other opportunities in which we participate to- 
gether. Since most of our students reside on 
campus, they have the enriched experiences 
which occur when people are learning both how 
to learn and how to live together. 

Our emphasis upon cooperation and shared 
decision-making means that all segments of the 
college community work together to create and 
maintain a valuable climate of learning. We be- 
lieve strongly that students, faculty and adminis- 
trators should work cooperatively to see that our 
total educational thrust fulfills the needs and en- 
riches the lives of our students. 


Eckerd College has attempted to be experimental 
and flexible in its approach to higher education. 
We have pioneered new programs designed to 
deal directly witH the problems which frequently 
confront college students. We have shown the 
will to improve education, and the vision and 
courage to take steps which we believe will facili- 
tate the growth of students. Within the context of 
our aims and objectives as a church-related col- 
lege of the liberal arts and sciences, we are con- 
tinuing to seek dynamic new ways of achieving 
our historic purposes and commitments in the 
future. We warmly welcome new members to 
our community to work with us in this exciting 
and challenging effort. 


Since I960, when Eckerd College (then known as 
Florida Presbyterian College) opened its doors, it 
has earned a reputation for heading in new direc- 
tions as an institution — and for opening new 
opportunities for learning. Eckerd recently was 
rated in the top 10 percent of American colleges 
and universities. 

The college looks for superior methods of 
educating its students, not just to be different, 
but to offer a more rewarding academic experi- 
ence and a more useful education. 

Each innovation is tested to prove that it is 
superior to more traditional methods of educa- 
tion before it becomes part of the academic 
program. For example, you have probably come 

across such expressions as "4-1-4," "winterim," 
"miniterm," "interim," or "winter term." (All of 
them mean essentially the same thing: separating 
the two terms of an academic year with a one- 
month period of independent study.) The winter 
term is an Eckerd concept. This innovation was 
created and tested first on the Eckerd College 
campus; then other colleges found it so exciting 
that they adopted it. 

Since the creation of the winter term in 1960, 
Eckerd has discovered and implemented even 
more innovative ways of teaching. Perhaps the 
best way of providing you with an understanding 
of the Eckerd experience is to take you on a "ver- 
bal tour" of the academic program. 




Shortly after you have been accepted as an 
Eckerd student, you will receive material about 
selection of a Mentor The original Mentor was 
the guide and companion of Odysseus. As you 
are, in a sense, embarking on your own odyssey, 
it is fitting that you have your own Mentor. 

Throughout your career at Eckerd, you will have 
continuing support and counsel from a faculty 
Mentor, who is more than the conventional fac- 
ulty adviser. Mentors are faculty members who 
have been specially trained to help you in your 
academic program, career planning, and per- 
sonal growth. You choose your own Mentor be- 
fore you enter Eckerd, from a descriptive list of 
Mentors and projects. In your Freshman year you 
will take at least one course from your Mentor, 
and together you will work out the rest of your 
academic program for the first academic year. 

When you become an upperclass student, you 
will choose a new Mentor — a specialist in your 
area of academic concentration. The two of you 
will continue to plan your academic program, 
including independent and directed studies, 
internships, off-campus programs, work ex- 
perience, career planning, foreign study, and the 
many other options that Eckerd offers. 


You will start your Eckerd experience in the latter 
part of August, when you enroll for autumn term. 
The traditional phrase for this experience is 
"Freshman orientation" — but autumn term is 
deeper, wider, longer, and much more signifi- 
cant. Autumn term lasts three weeks. It is de- 
signed for Freshmen only, and provides an inten- 
sive foretaste of college living and college 
academic work. 

During autumn term you will take one academic 
project, for credit, from your Mentor. This pro- 
ject is stimulating in content, teaches basic 
academic skills, and focuses on the interdiscipli- 
nary nature of learning. The course will give you 
a clear idea of what is expected of you at Eckerd. 

You will learn about living in the college com- 
munity from the student Resident Adviser in your 
dormitory, who is on hand during autumn term 
to help you make the transition into college life. 
By the time the upperclass students return in 
September, you will be well established in cam- 
pus life. 


in testing its winter term over a decade ago, 
Eckerd discovered that the traditional academic 
calendar (two semesters broken up by several 
short vacation periods and one long summer va- 
cation) is not necessarily the best calendar for all 
subjects or students. Now Eckerd has adopted a 
pattern for the academic year that splits each 
semester into two seven-week modules, and 
adds almost a month of special projects for 
Freshmen (autumn term), while retaining winter 
term. Freshmen are not required to take winter 
term (January) because they have completed au- 
tumn term. 

During the three-week autumn term and the 
four-week winter term, you will take only one 
academic project. In each of the fall and spring 
terms, most students take four courses. These 
courses may be one semester long (14 weeks), or 
one module (7 vveeks), or some combination of 
the two. More than half of Eckerd's courses are 
offered on a full semester basis. Others, in which 
the subject matter is better suited to the shorter 
period, are offered in the intensive seven-week 

The modular calendar also provides more points 
of entry in the academic schedule. You may want 
to take some time for independent study, foreign 
study, an off-campus project, work experience, 
or to replenish your finances. The Eckerd pro- 
gram gives you a choice of time spans in which to 
do so: the month-long winter term, the seven- 
week module, the 14-week term, or the entire 
academic year. 


In each of your four years at Eckerd, you will 
participate in the Values Sequence, an essential 
part of education at Eckerd because the knowl- 
edge and understanding you acquire in these 
courses will be an essential part of you for the 
rest of your life. These are the only courses re- 
quired of all students at Eckerd, so you have 
many opportunities to select your own subjects. 

The Values Sequence is an expression of our be- 
lief that one must educate the whole person, and 
that professional, career-oriented education is 
deficient unless it is placed within a wider con- 
text of thought. Values Sequence courses consist 
of lectures, small discussion groups, seminars, 
and individual study of written work. The series 
concentrates on helping you to understand your- 
self and your beliefs, and the beliefs of other 
cultures, so that you can learn how to evaluate 
critical issues of the day and formulate your own 
value system, or philosophy, to live by. We feel 
that this is essential to the development of a truly 
educated mind as well as to a happy, productive 

In your Freshman year, you will take Values 
Seminars that explore the Judeo-Christian tradi- 
tion and examine the questions of the contem- 
porary world in the light of this tradition. As a 
Sophomore, you will choose from courses that 
concentrate on cultures other than your own: 
African, East Asian, European, and Latin Ameri- 
can. Your Junior and Senior seminars will explore 
some of the values questions within your field of 
specialization and related fields of inquiry, and 
help you to understand current events. 


Eckerd spends an extraordinary amount of time 
teaching you how to learn, for regardless of what 
your life's work may be, you will advance further 
and faster if you know the fundamentals of learn- 
ing itself. By the end of your Sophomore year, 
you are required to complete two Modes of 
Learning courses, one from each of two collegia. 

There is good reason for this requirement. These 
courses teach you the skills you will need to as- 
similate more advanced work. You will learn how 
to think — analyze, synthesize, evaluate. You will 
learn how to get the most out of independent 
study and the various off-campus experiences 
you can elect in your last three years. You will 
sharpen your communication skills, oral and 
written, so you can articulate what you have 
learned. The Modes of Learning classes also are 
open to upperclass students who wish to review 
these skills or who wish to cross over into col- 
legia other than that of their major field of in- 


Winter term is a special four-week period in 
January which emphasizes independent study. 
You may enroll in projects designed by profes- 
sors, or design your own and obtain the sponsor- 
ship of a professor. Most winter term projects are 
related to a central theme or themes, such as the 
environment, nutrition, the 21st century, our 
American neighbors, and Florida. 

All winter term projects must have academic 
merit and are judged by rigorous standards. A 
typical project requires you to select a subject, 
gather information, organize it, and present it as 
a paper, a short story, a painting, a performance, 
or a piece of equipment. Freshmen may take a 
winter term in addition to autumn term, and sub- 
stitute that winter term for one of the 32 courses 
required for graduation. The winter term project 
for Juniors is ordinarily in their major or area of 

Many colleges have followed Eckerd College's 
example in adopting a winter term program, 
making it possible to exchange students and to 
increase the range of projects offered. Eckerd 
College also cooperates with other 4-1-4 colleges 
in sponsoring winter term projects abroad or in 
major cities and interesting locations in the 
United States. Many winter term projects include 
as much as eight contact hours per week, which 
meets the Veteran's Administration standards for 
full tuition benefits. 




During the past few years, educators have be- 
come aware that the traditional division of learn- 
ing into academic "departments" is not necessar- 
ily the best or the only way to give structure to 
the educational process. Newly popular among 
colleges is the interdisciplinary major, in which 
the student combines courses from two or more 
departments to form an individual academic 
program. At Eckerd, we have established inter- 
disciplinary "collegia," which encourage new 
combinations of studies and demonstrate the in- 
terrelatedness of knowledge. 

The word "collegium" goes back to medieval 
days, when it meant a fellowship of equals (i.e., 
persons communicating without artificial obsta- 
cles to discourse) pursuing a common objective 
(which in Eckerd's case is learning). The word 
vividly describes what we're trying to do: to bring 
you (the student) together with a highly knowl- 
edgeable person (the professor) in an atmos- 
phere where you are not restrained from debat- 
ing freely, challenging one another's viewpoints, 
learning together. 

In a collegium, subjects are grouped according to 
the intellectual discipline required to master 
them. You learn mathematics and physics in simi- 
lar ways, for example; but you learn dance dif- 
ferently, and a foreign language in still another 

Each Eckerd faculty member chooses to affiliate 
with a particular collegium, depending upon his 
approach to his subject. You will do the same. At 
the end of your Freshman year you will focus 
upon a major or area of concentration and the 
collegium which best suits your perception of 
that study. 

Of course, your concentration does not have to 
lie in a single field, such as history or biology. You 
can create your own concentration by combining 
those studies that will help you achieve your 
career or professional goal. For example, if you 
wish to become an environmental economist, 
you can combine economics and biology, thus 
creating your own concentration to fit your own 
goal. The collegium concept makes this interdis- 
ciplinary approach to learning a natural one that 
is easy to accomplish. 

Eckerd sees the members of a collegium — stu- 
dents and faculty alike — as partners in learning. 
Professors bring high expectation to the learning 
process; students are expected to become inde- 
pendent learners and researchers, able to take 
maximum advantage of their professors' strong 
qualifications. Each collegium has its own 
decision-making group, composed of professors 
and students, which gives students an important 
voice in the academic decisions of the college. 


As a Freshman, you will enter Eckerd College as a 
member of the Foundations Collegium. This 
program differs from the other collegia. It is de- 
voted to learning how to accomplish indepen- 
dent, self-motivated study and thought at the col- 
lege level, acquiring the background to under- 
stand humanity's search for values and meaning, 
learning the principal modes in which the mind 
does its work, exploring various disciplines, and 
making a sound beginning in your own discip- 
lines, if you have already identified your goals. 
The Foundations Collegium is composed of three 

Foundations Seminars. These are the first-year 
components of the Values Sequence, and they 
will be taught by your Mentor. "Inquiry and 
Human Nature" in the fall term examines man in 
time and space, man in relationship with nature, 
man as a socio-political creature, and man as a 
symbol maker. "Values and the Search for Spirit" 
in the spring term explores man's need through- 
out history to understand the transcendent, 
spiritual dimensions of his existence. In both 
seminars, you will be encouraged to plan your 
own approaches and to think your way through 
to your own conclusions. 

Modes of Learning. These courses have one 
primary purpose: to sharpen your learning capa- 
bility in a specific field of study. You become pro- 
ficient not only in a subject but also in the 
method or mode by which it is understood. For 
example, "Visual Problem Solving" gives you a 
systematic approach to working in the visual arts. 
There are 31 Modes of Learning courses divided 
among the five collegia. As a Freshman, you may 
take any two from different collegia. 

In addition to their other purposes, the Founda- 
tions Seminars and Modes of Learning courses 
share the responsibility for encouraging the 
learning of college-level communications and 
study skills. Should you need or want further 
help, Eckerd maintains a Writing Center which 
offers faculty assistance in reading and writing as 
well as individual tutoring. 

At the end of your Freshman year, you probably 
will leave the Foundations Collegium and choose 
an upperclass collegium and a Mentor related to 
your individual needs and interests. But if you 
still aren't quite sure of what your collegium or 
your concentration of study should be, Eckerd 
provides a special group of faculty Mentors, as- 
sisted by peer counselors (Seniors) and sup- 
ported by the whole Career Counseling pro- 
gram, to help you to find direction while you take 
an academic program that will enable you to 

move into any of the five collegia by the time you 
are a Junior. 



Members of the Behavioral Science Collegium 
feel that the urgent problems of today — racism, 
environmental pollution, overpopulation, world 
hunger and crime — are problems of human be- 
havior. Therefore, there is much to be gained by 
developing methodological and conceptual tools 
to better understand both individual and collec- 
tive behavior. Students will take Modes of Learn- 
ing courses in psychology or sociology as well as 
a course in statistical methods. In addition, 
courses are available in the fields of economics, 
sociology, psychology, management, community 
studies, anthropology, political science, com- 
munity studies, and business administration. 


The Collegium of Comparative Cultures seeks to 
promote an understanding of the breadth of 
man's cultural achievements through languages, 
area studies, and related disciplines. The col- 
legium serves as both a window and a gateway to 
the cultures of the world: a window for those 
who learn in the classroom from professors who 
have lived and studied in other cultures; a gate- 
way for those who wish to visit these cultures 
after preparatory study on campus. Language 
study in French, German, Spanish, or Russian 
can be integrated into a major program, an inter- 
disciplinary concentration with another discip- 
line (such as management, political science, or 
comparative literature), or it may simply serve to 
round out a student's liberal arts program. Some 
students prefer to plan their studies around a 
particular area of the world like Latin America or 
East Asia. In such cases, the International Educa- 
tion Office gives assistance in planning approp- 
riate study-abroad experiences. The TESL major 
program (Teaching of English as a Second Lan- 
guage) encourages students to get overseas 
teaching experience through a college-run pro- 
gram in Bogota, Colombia, or in some other lan- 
guage area of their choice. Comparative Cultures 
graduates have chosen careers in teaching, in- 
terpreting, foreign service, religious vocations, 
or international business. 




The Creative Arts Collegium is dedicated to as- 
sisting the development of the creative nature in 
each person. Freedom with responsibility is 
found to be vital in the creative person and this is 
placed in high priority in the Creative Arts Col- 
legium. The Collegium has a human develop- 
ment section composed of psychology, human 
resources, leisure and recreation, and education. 
Also included in the Creative Arts Collegium are 
programs of art, music, theatre and dance, and 
writers' workshop. Students will be encouraged 
to design interdisciplinary majors, to undertake 
independent work, to apply knowledge in the 
community, and to make education exciting, 
viable and enjoyable. 


The Collegium of Letters is composed of stu- 
dents and faculty who have in common an in- 
terest in human beings, past and present — their 
history, literary and artistic products, religious 
commitments, political involvements, and 
philosophical groupings. The study of who we 
are by looking at what we are doing and the 
works and institutions created by our predeces- 
sors provides the relevance, vitality, and excite- 
ment of our program. This humane interest has 
value in and of itself. In addition, it provides a 
fundamental background for a wide variety of fu- 
tures — vocational or through professional and 
graduate schools — as the experience of our 
graduates attests. 


The Collegium of Natural Sciences brings to- 
gether biologists, chemists, environmentalists, 
earth scientists, marine scientists, mathemati- 
cians, physicists, and those interested in the 
health professions, including medicine, veteri- 
nary medicine, dentistry and medical technology. 

The major emphasis of the Collegium is on the 
development of the skills of observation, ex- 
perimental design, problem-solving, research 
and the study of the principles and concepts that 
are necessary to successful scientific investiga- 
tion. The programs in the natural sciences are 
geared to provide students with information and 
techniques that can be applied to the problems 
of a changing society. 


Eckerd College regards liberal arts education as 
essential to thorough professional training and 
unites a broad freedom of student choice with 

course offerings designed to qualify students for 
graduate education in a number of fields, for law 
and medical school, medical technology, the 
ministry, engineering, elementary and secondary 
education, management, business administra- 
tion, teaching of English as a second language, 
and selected human resources and community 

The Eckerd approach is that pre-professional 
training shall be obtained through intensively 
supervised internship rather than by professional 
and pre-professional courses that tend to limit 
the scope and quality of liberal arts education. 
Discussion of the teacher education program, 
immediately following, exemplifies the applica- 
tion of this principle. Students in management 
take certain specialized courses, such as account- 
ing, and prepare themselves through internships 
carefully planned with the Mentor of the man- 
agement program. Similarly, community profes- 
sions such as human relations occupations in- 
volve a thorough liberal arts base, to which are 
added supervised field and employment experi- 
ences designed to the particular interest and 
need of the student. 


There are three programs of teacher education 
leading to a teacher certification — secondary, 
elementary, and early childhood. For secondary 
certification, a student must complete a major in 
a content area, an Introduction to Psychology 
course, and a series of six field-based Education 
experiences; five of these Education courses are 
taken in the second semester of the Senior year 
when career motivation is uppermost in the stu- 
dent's life. The elementary certification program 
includes an Eckerd College major in elementary 
education. The required and elective courses are 
chosen from a variety of disciplines, so that the 
major is attractively broad, liberal arts based, and 
practical. Early childhood certification is achieved 
by completing two courses in early childhood 
education in addition to the elementary educa- 
tion major. All three programs are approved by 
the State of Florida Department of Education and 
twenty-nine other states. For information about 
the policies and procedures for admission into 
the Teacher Education program, contact the 
Directorof Teacher Education. 


The engineering and applied science program at 
Eckerd is designed for the student who is in- 

terested in learning to solve society's technical 
problems. Career goals for these students in- 
clude bio-medical, civil, mechanical, electrical, 
and chemical engineering along v^'ith research 
and applications in computer science, systems 
science, mathematics, and human affairs. The 
student applies to Eckerd for regular admissions 
and spends three years at Eckerd during which 
the curriculum should include calculus through 
differential equations, one year of chemistry, 
computer programming, one year of physics vi'ith 
calculus, and a demonstrated proficiency in Eng- 
lish. Additionally the program must include a 
minimum of five courses in the humanities and 
social sciences, including three courses in one 
area with one of these at the Junior-Senior level. 

Upon successful completion of the three-year 
portion of the program, and with the recom- 
mendation of Eckerd College, the student is ad- 
mitted automatically to an engineering college 
with which Eckerd has a cooperative agreement. 
There the student spends two years completing 
the engineering requirements, after which the 
student receives degrees from both Eckerd and 
the engineering college. At present Eckerd coop- 
erates in the 3-2 engineering program with 
Washington University (St. Louis). Scholarship 
aid is available on the basis of need and perfor- 
mance. Washington University offers mini- 
courses during winter term, and students are en- 
couraged to take one of these as a Sophomore or 
Junior to assist in planning courses of study and 
career goals. The college is currently establishing 
cooperative agreements with other schools of 
engineering. A student in the pre-engineering 
program at Eckerd may also apply to schools of 
engineering with whom we have not made for- 
mal cooperative agreements. 


The purpose of the library is to support the edu- 
cational aims of the college by providing those 
facilities, resources, and services which will en- 
able the students to achieve their full potential. 
Located in the center of the campus, the library 
provides an open and free environment for study 
and general reading. Quiet study carrels and car- 
peted lounge areas are interspersed throughout 
the open stack collection on the main floor while 
the mezzanine reading lounge provides a favorite 
place for smokers. A typing room is available for 
students who do not have their own typewriters. 
An audio-visual area with ten self-instructional 
carrels is a popular place to listen to one of the 
growing number of cassettes available in the col- 
lection. Art works and exhibits create a stimulat- 
ing atmosphere in which to work or relax. 

The collection contains 110,000 volumes and 
15,750 bound periodicals. There are 8,840 reels of 
periodicals on microfilm and a total of 38,000 
items of audio-visual material. 


The purpose of the Writing Center is to enhance 
the student's learning capacity by helping him or 
her to become more organized in investigating 
and more articulate in formulating ideas. Work- 
ing closely with the Foundations Collegium, the 
staff and tutors of the Writing Center aid students 
who wish to improve vocabulary, reading speed 
and comprehension levels, writing skills and re- 
search competence. Assistance in such areas 
with an emphasis upon improving student writ- 
ing is offered on an individual basis as well as in 
writing skills courses. 


Although Eckerd College is an academic center, it 
doesn't confine you to an ivory tower. Much of 
your education may take place abroad or off- 
campus. Among the options from which you may 
select are: 

International Education 

Eckerd College believes that a liberally educated 
person should be at home in other cultures, and 
we try to give every student the chance to study 
abroad as an integral part of education. The 
Eckerd London Center is permanently staffed and 
supervised by Eckerd faculty members; we have 
semester programs at the Santa Reparata Graphic 
Arts Center in Florence, at Coventry Cathedral in 
England, and we are also affiliated with the Insti- 
tute for American Universities in France and the 
American College of Barcelona. 

Winter Term. Eckerd's annual winter term offer- 
ings overseas each January are nationally recog- 
nized. Many students choose to take their winter 
term projects in London, and we also organize 
programs in locations such as Austria, Mexico, 
Crete, Ireland, Sweden, Italy, Jamaica, Russia, 
and Canada. 

Semester Abroad. Varied locations and curricula 
provide semester opportunities for students in 
almost all areas of concentration. Programs are 
available in Florence (art), London, Bogota 
(TESL), Coventry, Aix-en-Provence or Avignon, 
and Barcelona. 

The Office of International Education counsels 
with students in an effort to provide individuals 
with study abroad programs best suited to their 
particular academic needs. 



Off-Campus Programs 

The modular schedule permits off-campus study 
for periods of one month (January), one module 
(seven weeks), one semester (14 weeks), and up 
to a full academic year. Students are encouraged 
to take advantage of programs and facilities not 
available at Eckerd through the off-campus pro- 
gram, it is possible to participate in group pro- 
jects with a faculty leader or to contract indepen- 
dent studies of the student's own design. Group 
projects such as an archaeological dig in the 
southwest, study of Voodoo in New Orleans, 
government operations in Washington, D.C., or 
urban problems in Chicago are possible. Inde- 
pendent projects for individual students have 
been undertaken in industry, the Argonne 
Laboratories, marine research, and at an Indian 
reservation. The winter term, through coopera- 
tion with other schools having similar calendars, 
provides for specialized, intensive projects on 
other campuses throughout the United States. 

The Off-Campus Programs office assists students 
in making arrangements, preparing contracts, 
and providing information and ideas related to 
various choices. 

Career-Service Program 

A liberal arts education is no longer to be con- 
sidered separate from the economic, social and 
political realities of life. With increasing insis- 
tency, employees and professional associations 
are asking career-minded students to relate fun- 
damental education in liberal arts fields to long- 
range plans. Further, they stress the value of a 
solid liberal arts background for business or pro- 
fessional careers. 

Woven into your academic program during your 
four years at Eckerd, but completely optional, is a 
program to help you examine your career and 
professional goals. The Career-Service Program 
offers one or more of a variety of experiences: 
one-to-one and group diagnostic career counsel- 
ing to assist in making decisions which integrate 
academic programs, career planning, and gen- 
eral lifestyle; internship and field experience 
placements which involve unpaid work experi- 
ences of observation either with a professional 
person or in a special social environment; paid 
work experiences related to current academic 
studies and long-range career goals; discipline 
internships such as teacher education, commun- 
ity studies, leisure studies, or management; and 
placement services to assist you in finding part- 
time and summer employment while in school, 
but primarily to enable you to select either the 
appropriate post-graduate education or the voca- 
tional career that fits your personal aptitudes, 
desires, and objectives. 

Summer Term 

The summer term is an eight-week term consist- 
ing of two four-week modules. Courses are avail- 
able in Module A, Module B, and/or through the 
full eight-week summer term. A preliminary an- 
nouncement of courses and fees is published in 
February; more detailed course descriptions are 
available in early March. Regularly enrolled 
Eckerd students, students enrolled and in good 
standing at other colleges and universities, and 
high school students who have completed their 
Sophomore year and present evidence (usually a 
recommendation from principal or counselor) of 
their ability to do introductory level college 
work, are eligible for admission. Summer term 
rates are slightly reduced from academic year tui- 
tion levels. Students entering Eckerd in the 
summer with the intention of becoming degree 
candidates must make formal application for ad- 
mission to the Director of Admissions. 

It is possible to enroll in three courses in summer 
term, one in Module A, one in Module B, and 
one through the duration of the eight-week 
term. Summer courses may replace courses 
missed during the academic year or accelerate 
graduation. Additional information about sum- 
mer term courses may be secured from the Dean 
of Special Programs. 

Program for Experienced Learners 

The Program for Experienced Learners is a 
degree-completion program designed to meet 
the needs of mature people who are able to as- 
sume major responsibility for their continuing 
education. It is limited to men and women more 
than twenty-five years old who provide evidence 
of an ability and interest in satisfying the degree 
requirements of the college even though they 
are not in a position to participate in the regular 
class-oriented instructional program on campus. 
The program has been approved by the Southern 
Association of Colleges and Schools and confers 
the same degrees which are awarded through the 
regular program. 

The college makes provision for an initial as- 
sessment of prior learning which is creditable 
toward a degree. This credit may be based upon 
formal work already done in degree-granting in- 
stitutions, upon career-oriented learning at a col- 
lege level, upon specialized training of technical 
and cultural character, and upon knowledge ac- 
quired by personal effort. An analysis is made of 
individual intellectual interests and career goals 
on the strength of which a degree plan is de- 

In the satisfaction of degree requirements the 
Program for Experienced Learners relies primarily 

upon directed study courses which have been 
designed by the faculty. For students who are 
able to work with very limited supervision these 
courses can be completed and credited at a frac- 
tion of the cost of regular courses. Other re- 
sources of the college in the form of regular 
classes, intensive special courses, and travel- 
study projects may be used to meet require- 
ments, but these are somewhat more expensive 
to the student. 

This program is designed especially to serve 
people whose career opportunities will be in- 
creased by having a college degree recognizing 
their continuing educational involvement, but 
any adults who are seeking a structure in which 
to expand their educational experience are en- 
couraged to apply. 

The regular college scholarship and grant-in-aid 
funds are not available for the Program for Ex- 
perienced Learners. Tuition support through the 
Veterans Administration has been approved. Ad- 
ditional public and private scholarships and tui- 
tion remissions awarded directly to the student 
are applicable to the program. For more specific 
information about the PEL Program, interested 
students should write to: Director of PEL, Eckerd 
College, St. Petersburg, Florida 33733. 

Majors in Criminal Justice and 
Public Safety Administration 

Provision has been made through the Program 
for Experienced Learners for two majors which 
are not included in the offerings of the general, 
on-campus curriculum. These are in the areas of 
Criminal Justice and Public Safety Administra- 

Each student majoring in Criminal Justice will de- 
velop a program including, in addition to general 
college requirements, a minimum of eight Crim- 
inal justice courses, four of which are required. 
The required core courses are: The Critical Prob- 
lems in Legal Sanctions and Social Controls, 
Overview of the Criminal justice System, Ele- 
ments of Criminal Law, and Introduction to Clini- 
cal and Counseling Psychology. The remaining 
four courses in the major area, necessary to 
satisfy the degree requirements, should be care- 
fully chosen from the entire multi-disciplinary 
spectrum of Criminal justice offerings to meet 
the student's individual interests and career 
plans. Individual study and/or special topic 
courses may also be approved in satisfaction of 
the non-core major requirements. At least two of 
the courses in the Criminal Justice area must be 
taken as intensive courses. 

Each student majoring in Public Safety Adminis- 
tration will develop a program including, in addi- 

tion to general college requirements, a minimum 
of eight Public Safety Administration courses, 
four of which are required. The required core 
courses are: Labor Relations in the Public Sector, 
Public Safety Administration, The Managerial En- 
terprise, and Urban Political Systems. The re- 
maining four courses in the major area necessary 
to satisfy the degree requirements should be 
carefully chosen from the entire multi- 
disciplinary spectrum of Public Safety Adminis- 
tration offerings to meet the student's individual 
interests and career plans. Individual study 
and/or special topic courses may also be ap- 
proved in satisfaction of the non-core major re- 
quirements. At least two courses in the Public 
Safety area must be taken as intensive courses. 



Unless modified in individual cases by action of 
the Educational Policy and Program Committee 
and the Provost, the following requirements 
must be fulfilled by all students in order to qual- 
ify for formal recommendation by the faculty for 
the Bachelor's degree: 

1) The satisfactory completion of a minimum of 
32 courses, plus an autumn term in the Fresh- 
man year and a winter term project in each 
subsequent year. 

a) A Freshman may take a winter term in addi- 
tion to autumn term, and substitute that 
winter term for one of the 32 courses. 

b) One of the winter term projects, ordinarily 
in the junior year, must be in the student's 
major or area of concentration. 

c) The winter term project in the Senior year 
normally consists of the preparation for 
comprehensive examinations, theses or 

2) Modes of Learning: two courses from differ- 
ent collegia to be completed by the end of the 
Sophomore year. 

3) Writing Competency, effective for all new stu- 
dents beginning with autumn term 1978: satis- 
factory performance on a writing proficiency 
exercise taken during the student's first term 
of enrollment, or satisfactory completion with 
grade of C or better in the final course of a 
sequence ofwriting skills courses. 

R~KPRn rni i fCf 


4) The satisfactory completion of Values Se- 
quence requirements as follows: 

a) Foundations: two seminars to be com- 
pleted in the Freshman year, FVS 181 and 

b) World View: two Area Studies courses to 
be completed by the end of the Junior 
year. Other courses (foreign language, se- 
mester abroad, etc., as approved by the 
Comparative Cultures Collegium) may be 
used to satisfy the World View require- 
ment. U.S. Area Studies (CAS 188) fulfills 
the requirement for those students who (1) 
speak English only as a second language, 
and (2) have not resided in mainland 
United States for more than two years. Nor- 
mally, this course will be taken during the 
student's first year of study. 

c) Upper Division Colloquia: four courses 
during the Junior and Senior years, one of 
which must be within the student's colle- 

Students transferring to Eckerd as Sophomores 
are considered exempt from the Foundations 
and Modes of Learning requirements; students 
transferring as Juniors are also considered 
exempt from the World View requirements. 

5) The completion of a major {from the list of 32 
majors formally approved by the faculty), or 
an independently designed area of concen- 
tration. The area of concentration must be 
approved by three members of the faculty, 
with an approved study plan filed in the Reg- 
istrar's office. 

6) The satisfactory completion in the Senior year 
of a comprehensive examination, thesis, or 
creative project in the major or area of con- 

In order to graduate from Eckerd College, a stu- 
dent must ordinarily spend at least two years, 
including the Senior year, at the college or in an 
approved off-campus program. Requests for ex- 


At Eckerd College efforts are made to tailor pro- 
grams of study to the particular needs and inter- 
ests of individual students. To help guide stu- 
dents with the selection of courses, the faculty 
has approved a number of disciplinary and inter- 
disciplinary majors. In most cases, the faculty 
members associated with each major have pre- 

A list of the faculty-approved majors follows. 

American Studies 


Business Administration/Management 



Comparative Literature 

Creative Writing 


Elementary and Early 

Childhood Education 
Environmental Studies/ 

Earth Sciences 

Human Resources 

Students desiring to design their own programs 
of study are encouraged to develop an indi- 
vidualized area of concentration in cooperation 
with their Mentors. The proposed plan of study 
must ultimately be approved and have identified 

scribed minimum course requirements for the 
major. Brief descriptions of majors are included 
under each discipline heading in the course de- 
scription section of this catalog. Students desiring 
more specific information about major pro- 
grams should consult their Mentors, collegial 
chairmen and discipline coordinators. 




Modern Languages 





Political Science 


Russian Studies 

Religious Studies 



Teaching English as a Second Language 


Visual Arts 

with it a specific committee of at least three fa- 
culty members. The approved study plan must be 
filed in the Registrar's office early in the Junior 

ception, together with reasons, may be directed 
to the Provost. 


Credit toward a degree is awarded for satisfactory 
course completion, independent study projects, 
directed study programs, academic work cer- 
tified by another accredited degree-granting in- 
stitution, and proficiency demonstrated by 

Ordinarily credit is earned by course completion. 
A normal full-time academic load is eight courses 
plus an autumn term in the Freshman year and 
eight courses plus a winter term project in each 
subsequent year. 

Credit may be earned through independent study 

by students who exhibit both the self-discipline 
and mastery of the methodologies demanded by 
the subject matter selected by the student. An 
independent study project is designed by a stu- 
dent in consultation with the professor who is to 
supervise and evaluate the work. An academic 
contract, drawn in advance, specifies the subject 
and method of inquiry, the materials to be used, 
the purpose of the project, and the basis of 
evaluation and credit. Each contract must be ap- 
proved by the Director of Independent Study. 
Independent study options are available for both 
on and off-campus opportunities. Contracts for 
these purposes are available from the Registrar. 

Provision is also made for credit by directed study. 
Both independent study and directed study re- 
quire advance planning by the instructor and 
student. While initiative rests with the student for 
design of independent study, in directed study 
the instructor is responsible for supplying a 
syllabus which defines the program. Directed 
study syllabi are available from the Registrar. 

Credit is granted by transfer from accredited 
degree-granting institutions. A student entering 
Eckerd College should request that a transcript of 
work done in other institutions be sent to the 
Registrar. When the transcript has been 
evaluated, the applicant is notified of the credit 
accepted by transfer. Eckerd College students 
who wish to enroll for part of their programs at 
other institutions should have the approval in ad- 
vance of their faculty-Mentors. 

Credit for demonstrated proficiency is accorded 
when a student applies for it with the Registrar 
and successfully completes appropriate examina- 
tions. College Level Examination Programs are 
recognized for both advanced placement and 
academic credit. For more information on CLEP, 
see page 93. 

The college recognizes that many experiences 
outside the classroom may contribute to a stu- 
dent's program. Internships, participation in 
community projects, and field experience may 
be accorded credit if closely coordinated with the 
student's academic program. Such experience 
ordinarily constitutes a part of a regular course or 
independent study project. 


The standard grading system of the college is A 
(Superior Work), B (Good Work), C (Satisfactory 
Work), D (Poor Work), and F (Unacceptable 
Work). All courses in which a grade of C or 
higher has been earned shall count toward fulfil- 
ling degree requirements. A course in which a D 
grade is earned may fulfill degree requirements 
only when a grade of B or higher is earned in 
another full course. 

A Credit/No Credit grading option is available in 
each course/project for students who are at least 
second semester Freshmen. Students desiring 
this grading option must petition for the approval 
of the course instructor, the Mentor, and the 
Educational Policies and Procedures Committee. 
Petitions must be submitted prior to the begin- 
ning of a term. Grades of Credit and No Credit 
cannot be subsequently changed to letter grades. 

A grade of I (Incomplete) indicates that some por- 
tion of the course remains unfinished because of 
illness or for some other reason beyond the stu- 
dent's control. If not completed within a year 
from the date on which it was incurred, an In- 
complete becomes an F. 

In case of formal withdrawal before the middle of 
a module/term, a grade of W is recorded. If with- 
drawal occurs between the midpoint and the be- 
ginning of the last week of classes, a grade of WP 
is recorded if work completed has been of pas- 
sing quality, or WF if work completed has not 
been of passing quality. Students may not with- 
draw from classes after the beginning of the last 

All grades are reported to students and entered 
on the official records of the college. Grades of F 
or I will not be removed from the transcript. A 
notation will be recorded at the bottom of the 
transcript of any substitute grade earned. 




At the close of each semester, the Academic Re- 
view Committee analyzes the progress of every 
student who has failed a course. Mentors, pro- 
fessors, and student personnel advisors may be 
consulted. If, in the judgment of the Committee, 
the cumulative record is unsatisfactory, appro- 
priate action is taken by the Committee. A stu- 
dent who has accumulated more than one F is 
placed in one of the following categories: Proba- 
tion - two or three accumulated Failures; Subject 
to Dismissal - four accumulated Failures; Dismis- 
sal - more than four accumulated Failures. A stu- 
dent who has been dismissed for academic 
reasons will be ineligible to register at Eckerd 
College for at least one semester after the date of 
suspension. To apply for reinstatement after the 
dismissal, a student shall apply for readmission 
through the Admissions office. 


Eckerd College awards diplomas with honors to a 
few students in each graduating class. Criteria are 
entirely academic and include performance in 
courses, independent study and research, and 
on the comprehensive examination, thesis or 
project. Accomplishment in the complete college 
program is honored rather than in a major, con- 
centration, or discipline alone. 

Nomination for honors is the responsibility of the 
chairmen of the collegia, advised by faculty 
members related to the nominee's concentra- 
tion. Honors are conferred upon recommenda- 
tion of a committee of three faculty members. 
The awarding of honors is announced at the 
graduation ceremony. 


Registration dates are listed in the calendar at 
the back of this catalog. Upon completion of 
procedures as outlined in registration materials, 
the student's registration is approved by the 
business office and the Registrar. Students who 
register late will be charged a $10.00 fee. Proof 
of payment must accompany the registration. 

All courses for which the student wishes to reg- 
ister for credit must be listed on the official regis- 
tration form. The student is responsible for 
every course listed and can receive no credit for 
courses not listed on this form. After registra- 
tion day, official changes in study lists may be 
made only through official drop/add cards ap- 
proved by the instructors whose courses are 
involved. Unless a course is officially dropped, a 
grade of F will be incurred. No course may be 

added after the drop/add deadlines which are 
printed in the calendar in the back of this catalog. 


Any regularly registered full-time student may 
audit a course without fee, subject to permission 
of the instructor. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the in- 
structor and payment of an auditor's fee of $100. 
Entry is made on the student's permanent record 
concerning audited classes. A course taken for 
audit may be changed to credit with the instruc- 
tor's permission, if the change is filed with the 
Registrar before the last week of the class. 


Courses are designated by three letters, fol- 
lowed by three jiumerals. 

I.The first letter indicates the collegium 
through which the course is offered. A- 
Creative Arts; L-Letters; C-Comparative 
Cultures; B-Behavioral Science; N-Natural 
Sciences; F-Foundations. 

2. The second two letters indicate the disci- 
pline. The letters VS indicate that the 
course is part of the Values Sequence. The 
letters CM indicate a collegial course. The 
letters AS indicate that the course is an 
Area Study . The letters WT indicate a win- 
ter term project. 

3. The first digit of the three numbers indi- 
cates the level of the course: 1 and 2 indi- 
cate a course at the Freshman or Sopho- 
more level; 3 and 4 indicate a course at the 
Junior or Senior level. 

4. The second and third digits are used at the 
discretion of the collegium, with the fol- 
lowing exceptions: second digit: 

1 indicates a Modes of Learning course; 

5 indicates a directed study; 

9 indicates an independent study. 

Opportunities for independent study are 

available in all collegia. Independent study 
contracts are negotiated between the student 
and the faculty sponsor. Independent study 
contract forms are available in the Registrar's 

Directed studies are listed in this catalog. 
Copies of directed studies are available in the 
Registrar's office. 

Values Sequence courses are limited to 25 
students per instructor. 


Alphabetically by Discipline 


The student's program, developed in consulta- 
tion with the Mentor, should form a consistent 
pattern of courses in American culture, chosen 
from such fields as history, political science, lit- 
erature, philosophy, religion, art, economics, 
and sociology. The program will include a mini- 
mum of ten courses, with five or six from one 
discipline, and at least three from a second dis- 
cipline. Six of the ten courses must be beyond 
the introductory level. 


The major in anthropology is designed to help 
students acquire the basic perspective and un- 
derstandings of the field, as well as proficiency 
in applying the anthropological viewpoint to the 
world irTwhich they live. Requirements for the 
major include successful completion of five core 
courses: Introduction to Anthropology, Re- 
search Methodology, Anthropological Theory, 
Physical Anthropology, Senior Seminar; success- 
ful completion of four other courses and one 
winter term in anthropology. Students who in- 
tend to pursue graduate studies in anthropology 
are strongly advised to take course work in the 
areas of statistics, language studies, history, soci- 
ology and psychology, independent and di- 
rected study courses in various areas of anthro- 
pology are normally available each academic 
year. Anthropology majors are strongly encour- 
aged to participate in one or more overseas 
study experiences during their four years at 

CAN 201 Introduction to Field Archaeology 

Prof. Dudley DeGroot 

This is a basic introduction to the study of ar- 
chaeology. While reading of relevant material 
will be required, the major portion of the course 
will involve participation in an archaeology field 
experience. Readings, field notebook, and dig 
equipment will be assigned. Evaluation will be 
based upon the content and quality of the field 
notebook, and performance at the field site. 
Prerequisites: Introduction to Anthropology or 
permission of instructor. Limit 30 students. 

CAN 202 The Anthropological Experience 

Prof. Dudley DeGroot 

A multi-media investigation of the world of the 
anthropologist. Through slides, films, lectures, 
small group discussions, and elementary field 
experience, the student will come in contact 
with the concepts and viewpoints of contempo- 
rary anthropology and, hopefully, experience 
the world from an anthropological perspective. 
Slides, tapes, films, a basic textbook and artifacts 
will be assigned for consideration. Evaluation 
will be based upon individual contract. 

CAN 208 Human Sexuality 

Prof. Dudley DeGroot 

The bio-social nature of human sexuality will be 
studied, using an anthropological, cross-cultural 
perspective. While the biological aspects of hu- 
man sexuality will be reviewed in depth, the 
major emphasis of the course will be an explora- 
tion of sexuality as symbolically invested behav- 
ior. The consequences to man of his symbolic 
investment of sexuality will be studied in their 
cultural, social and personal dimensions. Se- 
lected readings, field work projects, and small 
group interactions will be required in addition 
to participation in lecture/discussion sessions. 
Evaluation will be based upon one examination 
and a series of analytic projects. 

CAN 250/251 (Directed Study) 

The Endless Journey: An Introduction to 

Anthropology, I, II Prof. Dudley DeGroot 

This course is designed to introduce the student 
to the basic concepts, theoretical viewpoints, 
and research techniques of contemporary an- 
thropology. The required reading and writing 
assignments will enable the student to become 
familiar with the anthropological perspective, 
and provide an opportunity to apply that per- 
spective through writing assignments. Evalua- 
tion will be based upon writing assignments sub- 
mitted. Three textbooks are utilized in the course. 



CAN 305 Culture and Personality 

Prof. Dudley DeCroot 

A cross cultural investigation of the relationships 
between personality and culture. The course 
aims at introducing the student to the major 
theoretical and conceptual tools utilized by an- 
thropologists in the study of personality in cul- 
ture, as well as to the data gathering technique 
employed. A textbook and a variety of ethno- 
graphic studies will be utilized. Evaluation will 
be based upon one examination and the sub- 
mission of a cultural and personality autobiog- 
raphy which uses the frame of reference and 
concepts developed in the course. Prerequisites: 
introductory anthropology or introductory soci- 
ology and introductory psychology or permis- 
sion of instructor. 

BAN 330 Physical Anthropology 


This introduction to physical anthropology will 
be a combination lab-lecture course. The initial 
class periods will be devoted to early concerns 
with evolution and fossil hominids (apes and 
men). Lab sessions will focus on understanding 
what it is that physical anthropologists do, and 
on gaining a knowledge of anthropometric 
techniques. The remainder of the course will be 
devoted to discussions of the controversies en- 
gendered by Nineteenth and Twentieth century 
anthropological studies. Assigned texts for the 
class are Introduction to Physical Anthropology 
(a lab manual for physical anthropology) by 
Kelso; The Human Species by Hulse: and Dar- 
win's Century by Eiseley. Evaluation will be 
based on exams and participation in class. Of- 
fered in 1978-79, then in alternate years. 

CAN 332 Making A Mirror For Man: 
An Introduction To Anthropological 
Research Methodology 

Prof. Dudley DeCroot 

All aspects of the anthropologists' ways of know- 
ing will be explored during this 14-week course. 
Lecture/discussions will be tied in with readings 
and field work experiences. Students will have 
an opportunity to operate as anthropologists in 
the design and implementation of different 
types of research modes. A text and supplemen- 
tary readings will be utilized. Evaluation will be 
based upon class participation and completion 
of field work projects. Prerequisite: introduc- 
tory anthropology. 

BAN 334 Applied Anthropology Staff 

This course is designed to look at the application 
of anthropology and offer answers to the ques- 
tion: "What does one do with anthropology be- 

sides learn it and teach it?" By examining the use 
of anthropology in business, industry, rural de- 
velopment programs, and by foreign and do- 
mestic governmental agencies, we shall analyze 
one new dimension of the discipline — practical 
application. In addition, attention will be given 
to the ethical/moral problems facing applied 
anthropologists who might be confronted with 
the option of instituting change — change which 
often drastically alters the cultural fabric of a 
group. Evaluation will be based on successful 
completion of individual field projects and a 
take home exam. In addition to the text. Applied 
Anthropology by George Foster, articles from 
journals will be assigned. Prerequisite: an intro- 
ductory course in behavioral science. Offered 
in 1979-80, then in alternate years. 

CAN 335 Cultural Ecology 

Prof. Dudley DeCroot 

This course is an introduction to the method and 
theory of cultural ecology. This theoretical view- 
point was phrased for the discipline of anthro- 
pology by J. H. Steward in 1955. The last few 
years have seen the development of increasing 
interest in the relationships between environ- 
ment and cultural systems. In this course there 
will be attention to presenting the basic ideas of 
cultural ecology with appropriate examples of 
the interrelatedness of environmental and cul- 
tural factors. The course will be organized on a 
lecture-seminar approach. Pigs for Ancestors 
by Rapaport and Environment and Cultural Be- 
havior by A. P. Vayda will be assigned, and re- 
search will be emphasized. Evaluation will be 
based on two essay examinations, a final paper 
of good quality, and participation in seminars. 
Prerequisite is an introductory anthropology 

BAN 436 History of Anthropological Theory 


This course examines various schools of thought 
which have grown out of attempts to explain 
man's evolution, physical variation, and socio- 
cultural diversity. Assessments of Boasian an- 
thropology, functionalism, structuralism, ethno- 
science, Neo-Darwinism, and cultural ecology, 
and the contributions of those ideologies to the 
shaping of anthropological theory, will consti- 
tute the main foci for the course. The second 
half of the course will be devoted to examining 
new trends of theoretical interest to archaeolo- 
gists, linguists, physical anthropologists, and cul- 
tural anthropologists. Required readings for the 
course are Tax, Horizons in Anthropology; 
Eiseley, Immense Journey; and Manners and 
Kaplan, Theory in Anthropology. Evaluation will 

be based on one paper and exams. Prerequisites 
are one course in anthropology or sociology and 
Sophomore, Junior or Senior standing. Offered 
in 1978-79, then in alternate years. 

CAS 286 Cultures of Africa 

For description, see AREA STUDIES. 


CVS 483 Culture from the Inside Out 

Prof. Dudley DeGroot 

Any tourist, camera and notebook at the ready, 
can collect large amounts of information con- 
cerning the cultures he visits. What he perceives 
and collects, however, will necessarily be sifted 
through the screen of his own enculturation, 
and his observations may contain a large amount 
of projection from his own value systems and 
cultural experiences. How can a person come to 
understand cultures other than his own from the 
inside out? How can we get at the Emic aspects 
of someone else's culture, the values, percep- 
tions, feeling states and deeply rooted assump- 
tions which are central to experiencing and 
understanding any culture? Through selected 
ethnographic material, films, poetry, participa- 
tory exercises and other learning experiences, 
this colloquium will explore the problems of 
getting into another culture. Selected readings 
and participation in a number of learning exer- 
cises will be required of all participants. Evalua- 
tion will be based upon individualized contracts 
between student and sponsoring professor. Of- 
fered 1979-80, then in alternate years. 


CAS 188 United States Area Studies 

Prof. Kenneth Keeton, Staff 

This area studies course is designed to acquaint 
the foreign student with a contemporary view of 
the U.S. based on a limited survey of its past. 
Knowledge will be presented through reading 
material, resource personnel, and visual aids. 
The latter will be used to indicate the size and 
diversity of the country, a major problem for 
most foreign nationals. Reading material will 
consist of Wilkes, Six American Families; Mc- 
Quade and Atwan, Popular Writing in America; 
Foley (ed.). The Best American Short Stories. 
Basic format of the course will be class discus- 
sions. Short papers will be required weekly for 
the purpose of improving writing skills. A mid- 
term and final examination will be given. United 
States Area Studies is highly recommended for 
all degree-seeking foreign students. The course 
is open only to international students, and will 
meet the world view requirement for graduation. 

CAS 281 Latin American Area Studies 


This course will study the people and cultures 
of Latin America. Using a cultural-anthropologi- 
cal approach, we will proceed in a structured 
manner to attain an understanding of who and 
what constitutes Latin America. Lectures, special 
presentations, movies, and classroom discussion 
will complement the readings. Evaluation will be 
based on a final examination and completion of 
a special project to be agreed upon between the 
instructor and the student. Prerequisite: Sopho- 
more year or higher. 

CAS 282 East Asian Area Studies 

Prof, albert Johnston 

China and japan, the most influential centers of 
culture in East Asia, reveal themselves through 
their art and architecture, literature, customs, 
religious beliefs, and intellectual traditions. 
While political events and trade relations draw 
our attention to the East, it is often some distinc- 
tive aspect of culture or some scarcely definable 
quality of life that fascinates us and wins our 
admiration. This course attempts to go behind 
the surface events to examine the more endur- 
ing features of these two Asian societies. Read- 
ings may include Varley, Japanese Culture, and 
Gentzler, Changing China. Classroom lectures 
will be supplemented by films, slides, demon- 
strations, and special sessions with visiting guests. 
Evaluation will be based on regular participation, 
interest group involvement, two papers or proj- 
ects, and tests on each of the two areas. Prereq- 
uisite: Sophomore standing or higher. 

CAS 283 Soviet Area Studies 

Prof. William Parsons 

In this course the focus is primarily on under- 
standing the Russians as people. Emphasis is also 
placed on Russia's contributions to Western Civi- 
lization, the impact of the Bolshevik Revolution 
on Russian society and the role of the Soviet 
Union in the world today. Evaluation will be 
based on participation in class discussions of 
reading materials and films, several short papers 
or projects, a mid-term exam, and a final. 

CAS 284 French Area Studies 

Profs. Henry Genz, Rejane Genz 

This course is designed to be an introductory 
study of modern France with an emphasis on the 
post World War II period. Both village and urban 
life will be examined from the point of view of 
the distinguishing characteristics of the French 
people, their institutions, traditions, customs, 
values, literature, art and music. There will be 



lectures, discussions, films and workshops. This 
course will serve as one of the Area Studies 
courses required of all students for graduation. 
About five or six works plus films will be used. 
Evaluation will be based on class discussion, tests, 
paper or special project, and final examination. 
Prerequisite: Sophomore standing or higher. 

CAS 286 Cultures of Africa 


What did it mean to be an African in the past? 
What does it mean today? The class will study the 
geography and topography of Africa and later 
focus on those cultural patterns (politics, eco- 
nomics, language, modes of adaptation for sur- 
vival in the modern world) most characteristic 
of the indigenous populations of sub-Saharan 
Africa. Comparisons of the different cultural 
heritages for selected societies will be empha- 
sized. We shall aim for — through readings, films, 
and presentations by guest lecturers with first- 
hand knowledge of Africa — accurate represen- 
tation of African peoples, keeping in mind the 
interesting diversities and similarities found 
throughout the continent. A variety of reading 
materials will be used. Students will be required 
to take mid-term and final examinations as well 
as write a short research paper. 

CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

This course will acquaint students with many as- 
pects of Spain, both past and present. This will 
be accomplished by a considerable variety of 
lectures, discussions, films, and workshops. Each 
week there will be a lecture, the discussion of a 
book, a movie or two, another discussion of an- 
other book, and a workshop. For discussions, the 
required reading list will consist of five impor- 
tant books which reflect the most representative 
characteristics of Spain (see instructor for list). 
For workshops, shorter supplementary reading 
assignments will be made. By the last day of 
classes, each student will submit an 8-10 page 
paper on some aspect of Spanish culture ap- 
proved by the instructor. There will also be a 
final examination. Prerequisite: Sophomore 
status or above. 

CAS 289/CVS 389 London Colloquium 

Resident Director 

London is the source of many of America's tradi- 
tions. Is Britain clinging to her past while the U.S. 
looks to the future? How do present day politi- 
cal, religious, social and intellectual attitudes in 
the two countries differ? The course will exam- 
ine diverse viewpoints concerning areas such as 
the parliamentary system, religious traditions, 
race relations, the trade unions, the national 

health service, the education system, and the 
arts, and compare them with corresponding 
issues and concerns in the U.S. Seminars and dis- 
cussions will be supplemented by lectures from 
outside speakers, and relevant visits and excur- 
sions. The course will be led by the Resident 
Director, in cooperation with the London ad- 
junct faculty. Readings will be taken from an 
approved reading list. Evaluation will be based 
on two short papers on selected aspects of Brit- 
ish society, and a final project to be planned in 
consultation with the L)irector. The colloquium 
is required of all participants in the London 
Semester Abroad program and can be counted 
for either area studies or colloquium credit. 


Programs in visual arts are individually designed 
with a mentor. Every program must include Vis- 
ual Problem Solving and Basic Drawing and two 
courses in Art History or Esthetics taken outside 
the discipline. Proficiency in drawing and design 
must be demonstrated in a Sophomore show 
before the required thesis show may be under- 
taken in the Senior year. 

AAR 111 (Modes of Learning) 

Visual Problem Solving I Prof. James Crane 

This course is designed to give the beginning art 
student a systematic approach to working in 
visual arts. Through a series of limiting prob- 
lems, the student learns to develop his ideas, 
and as he learns, limits are decreased and free- 
dom is increased. The primary aims of the 
course are to: develop skills in spatial organiza- 
tion and in relating forms in sequence as an on- 
going process; discover uniqueness and a per- 
sonal approach to solutions, even within narrow 
and arbitrarily prescribed bounds; develop an 
ability to make and articulate sensitive and 
astute judgment on the quality of solutions; 
develop increased dexterity in the handling of 
visual media. 

AAR 112 (Modes of Learning) 
Drawing Fundamentals 

Prof. Arthur Sl<inner, Prof. Margaret Rigg 

This course will follow a modes of learning ap- 
proach, process-oriented, on learning to learn 
to draw. Basic drawing media and instruments 
will be used. The approach will be discovering 
new ways of seeing, feeling, recording, and ex- 
pressing images and forms. Each student should 
expect the materials to cost from $30 to $50. This 
is a basic skill course and regular attendance is 
necessary and expected. Freshmen and Sopho- 

mores are given top enrollment preference. The 
course may be repeated with a different instruc- 
tor since the stress is on individual development 
rather than once-learned content. 

AAR 222 Clay I 

Prof. John Eckert 

This is a basic course for beginners covering fun- 
damental knowledge about ceramic materials as 
well as practical working experience in hand- 
forming, recycling, glazing, and firing. Wheel 
throwing will be introduced during the course 
as an optional involvement. Demonstrations will 
familiarize students with ceramic processes and 
techniques, and lab sessions will provide super- 
vised working time. Weekly lectures covering 
technical knowledge and readings from the text 
will provide the basis for a written final exam. 
Evaluation will be based on the quality and 
quantity of work produced, the progress made 
during the course, class participation, and the 
exam. The text is Nelson's Ceramics, available at 
the college bookstore. A nominal fee will be 
charged for glaze materials and clay used during 
the course. Prerequisite is permission of instruc- 
tor. Class limit of 18. 

AAR 226 Silkscreen and Mixed Media 

Prof. John Eckert, Prof. Arthur Skinner 

This course will provide a solid introduction to 
silkscreen printing including the various stencil 
methods: cut film, paper, glue and tuscae, and 
photo. The second half of the course will intro- 
duce students to linoleum printing, embossing, 
and photo lithography as printing methods to be 
used in combination with silkscreen to produce 
prints. Classes will consist of demonstrations of 
printing techniques, demonstrations of matting 
techniques, group critiques/discussions, indi- 
vidual critiques, lab working time. Work sub- 
mitted for evaluation will be at least five silk- 
screen prints plus at least one of each of the 
following: silkscreen and linoleum, silkscreen 
and embossing, and silkscreen and photo lithog- 
raphy. Each print must be properly matted and 
covered with acetate and be accompanied by 
four unmatted copies. Evaluation will be based 
on craftsmanship in printmaking techniques 
learned, esthetic merit of prints, matting tech- 
nique, and contribution at group critiques. Pre- 
requisite is Visual Problem Solving or Drawing. 
Class limit of 12. 

AAR 224 Art Projects Prof. James Crane 

Art Projects provides an opportunity to work, 
under contract, in art media either independ- 
ently or in media groups. Specific instruction, 
demonstrations, and workshops will be offered 
in painting, block print, ceramics, and wood. 
Work will be evaluated on the basis of quantity, 
craftsmanship and evidence of involvement and 
personal aesthetic growth. Critiques will be 
scheduled regularly. Group events will be 
scheduled, but extensive work will be expected 
outside scheduled time. Professors will be avail- 
able at posted times for consultation. 

AAR 227 Visual Workshop: English 
Calligraphy Prof. Margaret Rigg 

The course will concentrate on English calligra- 
phy (beautiful writing) and explore various styles 
of writing and letter forms. Materials can range 
from simple magic marker and pen and ink to 
the complexities of illumination on parchment 
using temperas and gold leaf. Each student will 
develop a personal style while at the same time 
learning to appreciate and understand the heri- 
tage of calligraphy in the West. The required 
text is Calligraphy by Mattielli and Rigg. Stu- 
dents will be evaluated by an exam exhibit and a 
10 page calligraphed research paper. 

AAR 225 Etching 

Prof. Arthur Skinner 

This course will explore the basic techniques of 
etching, including hard and soft grounds, aqua- 
tint, drypoint, engraving, color printing, emboss- 
ing, and open biting. Each week we will explore 
a new technique; experimentation in all tech- 
niques demonstrated is required. Students are 
expected to complete a minimum of 5 etchings 
with small editions showing evidence of imagi- 
native understanding of the medium. Text will 
be Etching by Leonard Edmondson. Prerequi- 
sites are Drawing or Visual Problem Solving. 
Class limit of 15. 

AAR 228 Painting Workshop 

Prof. James Crane 

This workshop will introduce the fundamentals 
of painting. There will be a historical survey of 
materials and processes. Experimental work will 
be done in various materials as water color, tem- 
pera, oil, lacquer, acrylic, etc. Some materials 
will be provided but basic materials will cost the 
students from $30 to $100. Prerequisite: permis- 
sion of the instructor, on the basis of submitted 



AAR 229 Photography as Image Gathering 

Prof. John Eckert 

This is a basic course to help a person become 
more aware of visual images through photogra- 
phy. Since it is a beginning course, much time 
will be spent learning the technique of taking 
and processing black and white photos. A pro- 
gressive series of assignments is designed to 
familiarize the student with basic materials, pro- 
cesses and esthetics. The first two weeks of the 
course students will be working with homemade 
pinhole cameras, then each will learn to use the 
camera of his or her choice which must have ad- 
justable shutter speed and aperture. Required 
text will be Photography by Charles Swedlund. 
Weekly quizzes will be given on the material in 
the text plus information explained in class lec- 
tures. A notebook of technical data and sum- 
maries of darkroom procedures will be kept 
during the course. Evaluation will be based on 
the quality of each person's photos, the quantity 
of work produced, the quizzes and the note- 
book. Cost of the course in materials is approxi- 
mately $20-$40. Permission of instructor re- 
quired. Class limit of 15. 

AAR 241 Intermediate Drawing 

Prof. Margaret Rigg 

This course offers intermediate work in drawing 
skills using a rigorous approach to figure-ground 
spatial composition. Classroom drawing will 
concentrate on increasing individual develop- 
ment in drawing techniques and in the formal 
composition of two-dimensional space. Stress 
will be on technical mastery and the develop- 
ment of images including graphite, pencil, pen 
and ink, water color, conte crayon, and ad- 
vanced use of pastels and charcoals on fine 
papers. Tools and materials will cost from $30 to 
$50. Prerequisites: Drawing Fundamentals and 
permission of the instructor. 

AAR 250 (Directed Study) 

History of the Print Prof. Arthur Skinner 

This course will survey chronologically the de- 
velopment of the print medium from its incep- 
tion to its future, and counts as one art history 
credit. The required text will be Prints and 
People by Hyatt Mayor. Evaluation will be based 
on five papers and an oral examination at the 
end of the course. 

AAR 302/303/304 Open Clay Workshop 

Prof. John Eckert 

This is a semester-long open working situation 
for students and faculty. Basically the premise is 

to give the opportunity for semi-independent 
work in clay for both beginning and advanced 
students providing as accurate a model as pos- 
sible to a regular studio situation: students 
learning by working together along with an 
experienced person. Critiques, demonstrations, 
and technical lectures will be held at arranged 
times during scheduled class times. The instruc- 
tor will set aside use of his time for consultation, 
classwork and, last but not least, his own work. 
This will offer the integration of the instructor's 
working life with teaching life for the benefit of 
himself and the students. Evaluation will be 
based on growth during the semester as evi- 
denced by the quality and quantity of work pro- 
duced, an exam, and a final position paper. Pre- 
requisites are Visual Problem Solving or Drawing 
or a note of reference from the Mentor as to the 
ability to work independently. Class limit of 45. 

AAR 308 Throwing on the Potter's Wheel 

Prof. John Eckert 

The main thrust of the course will be to improve 
each person's throwing skills, and most time will 
be spent in actual throwing practice and instruc- 
tion. The course is focused on the growth of a 
student on the skill level, but esthetic considera- 
tions are inseparable and will be an integral 
focus along with the technical. Periodic critiques 
will be held to shine light on the technical and 
esthetic growth of students. John Colbeck's 
Pottery — The Technique of Throwing will be 
used as a reference, but students are not ex- 
pected to purchase a personal copy. Evaluation 
will be based on the progress which a student 
makes improving throwing skill, and the time 
and effort put in at the wheel. Individual student 
demonstration at the end of the course as well 
as any finished pieces will influence evaluation. 
A nominal fee will cover clay used and glaze 
materials. Prerequisites: Clay Workshop or pre- 
vious experience working in clay, permission of 
instructor required and class limit of 10. 

AAR 322 Advanced Photography Critique 

Prof. Arthur Skinner 

This course will involve advanced photographers 
in four intensive projects involving specific 
assignments designed to encourage imaginative 
examination of the local environment. Critiques 
will be held weekly. Students will be evaluated 
on the basis of the final portfolio of minimum 20 
finished mounted prints exhibiting technical 
excellence and creative insight. No text. Pre- 
requisites: Basic Photography or Photography as 
Image Gathering. Class limit of 15. 

AAR 323 Painting Critique 

Prof. James Crane 

This course is for people who have taken Paint- 
ing Workshop or have had prior experience in 
painting. It is not for beginners. The emphasis 
will be on independent work with regular crit- 
iques. No materials are provided. Each student 
must procure the material needed to complete 
this course. 

AAR 340/420 Studio Critique 

Prof. James Crane 

These courses offer students a maximum of 
independence with regular critiques of their 
work. Each student is asked to prepare a con- 
tract for what he intends to do in the semester. 
Materials to be used are media at the choice of 
the student. Material expenses normally run 
from $50 to $100. Class time is used for review of 
the work, field trips, and discussion. All work 
done in the semester following the contract will 
be the basis for evaluation. Prerequisites are 
Visual Problem Solving, Drawing, and any media 

AAR 342 Graphics Workshop (Open) 

Prof. Arthur Skinner 

This course is designed to allow experienced 
printmakers to continue to develop their skills 
and imagery in any of the various graphic media. 
Attendance during lab times is essential to the 
purpose of the workshop. Students will be eval- 
uated on the basis of a final portfolio with a 
minimum of seven prints with small editions show- 
ing evidence of definite progress in technique 
and imagery. Individual and group critiques will 
be held regularly. There will be no required text. 
Prerequisites are Visual Graphics, Etching or 
Lithography. Class limit of 15. 

AVS 388 The Art Experience 

Prof. Margaret Rigg 

This course is open to any Junior or Senior (or 
Sophomore with permission of instructors) who 
is working in any medium. It is designed to re- 
veal what it means to be an artist today and to 
elicit from students various forms of response. 
Students will attempt to integrate the roles of 
artist, comprehender, symbol-maker, philoso- 
pher, human being, inquirer, reporter, writer, 
and critic. Each student is expected to continue 
working in the medium of his choice (theatre, 
dance, visual art, music, writing, etc.) This work 
will be brought to critiques and will be used as 
part of the total evaluation of each student's par- 
ticipation in the course. 


Requirements for a major ordinarily will be satis- 
fied by demonstration of basic knowledge and 
understanding of the history, methods, and 
principles of plant and animal morphology, 
taxonomy, physiology, embryology, genetics, 
evolution and ecology. Normal expectations 
include eight biology topics. The botany special- 
ization includes general botany, microbiology, 
cell biology, genetics, advanced botany, inverte- 
brate zoology, ecology and an elective. The 
zoology specialization includes invertebrate 
biology, vertebrate biology, cell biology, ge- 
netics, physiology, ecology, botany, and an 
elective. The marine biology concentration in- 
cludes marine invertebrate biology, vertebrate 
biology, botany, cell biology, genetics, general 
and aquatic ecology, physiology, oceanography, 
and selected advanced topics in marine areas. 
Students are also expected to participate in the 
Biology Seminar during the Junior and Senior 

NB1 187 Plant Biology Prof. Sheila Hanes 

In this course, the biology of plants will be inves- 
tigated. Topics will include the evolution and 
diversity of plant life, the growth and develop- 
ment of plants, their place in the ecosystem and 
responses to environmental conditions. Both 
vascular and non-vascular marine, freshwater 
and land plants will be considered. Laboratories 
will be primarily field-oriented. Text to be an- 
nounced. Evaluation will be based on periodic 
laboratory and lecture examinations, laboratory 
reports, class participation and a final examina- 

NB1 189 Marine Invertebrate Biology 

Prof. John Ferguson 

This course leads the beginning student into an 
appreciation of the diversity of animal life, and 
the structural basis, evolutionary relationships, 
biological functions, and environmental inter- 
actions of these forms. The student is introduced 
firsthand to the biological richness of our local 
area. Understanding of the true nature of sci- 
ence is developed through personal experience 
in a group project. Particular attention is 
devoted to sharpening skills needed for the 
rational solving of problems, including critical 
observation, delineating boundaries of inquiry, 
acquiring and analyzing data, and communicat- 
ing findings to others. Text is Hickman, Hick- 
man, and Hickman, Integrated Principles of 
Zoology. Evaluation is based on scheduled 



quizzes and examinations, laboratory notebook, 
group project report, group and self-evaluation 

NBI 200 Organismic Biology II: Vertebrates 

Prof. George Reid 

This course is designed to acquaint the student 
with classification and evolutionary history of 
vertebrates and their structure. Major emphasis 
is directed toward the understanding of neo- 
Darwinian evolution and the manifestation of 
evolutionary features as seen in the anatomy of 
aquatic and terrestrial chordates. Texts are 
Walker, Vertebrate Dissection; Romer, The Ver- 
tebrate Story; Hickman, Zoology. Course matter 
will be considered in two one-hour lecture- 
discussion sessions and six hours of laboratory 
per week. Written and/or practical exams will 
be given upon completion of dissections of the 
animals studied and periodically in the class 

NBI 202 Cell Biology Prof. William Roess 

Cell structure and function will be examined. 
The flow of energy will be a unifying principle 
linking the process of photosynthesis, anaerobic 
respiration, aerobic respiration, and the expen- 
diture of energy by the cell to do work. The 
chemical processes in living systems will be 
related to the structural subunits of cells. Pre- 
pared slides will be used to show cell diversity 
and how cells are organized into tissues. A selec- 
tion of experiments will be conducted to 
acquaint students with molecular and cytologi- 
cal techniques appropriate to investigations in 
cell biology. Text; to be announced. Evaluation 
will be based on periodic tests, laboratory 
reports and performance, and a final examina- 
tion. Prerequisite: high school level of chemistry 
and biology. 

NBI 204 Microbiology Prof. Sheila Hanes 

This course is an introduction to the biology of 
microorganisms. Emphasis will be on the role of 
microbiology in community health. Laboratory 
activities will stress microbiological techniques 
and the isolation and identification of organisms 
from selected genera. Text to be announced. 
Evaluation will be based on periodic examina- 
tions, laboratory techniques, class participation 
and a final examination. 

NBI 301 General and Aquatic Ecology 

Prof. George Reid 

This is an introduction to physical, chemical, and 
biological relationships in natural communities. 

Environmental factors, populations, the com- 
munity concept, traffic in energy, biogeochemi- 
cal cycles, and social organization in ecosystems 
are considered. Field work is essentially aquatic 
in nearby ponds and Gulf shoreline. There will 
be two one-hour lecture-discussion sessions 
and six hours of laboratory per week. Readings: 
Reid and Wood, Ecology of Inland Waters and 
Estuaries; Scientific American: "The Biosphere," 
Odum, Ecology; assigned journal articles. Eval- 
uation will be based on quizzes, a final examina- 
tion, laboratory technique, and laboratory 
report. Prerequisites: Organismic Biology I and 
II, Botany, or permission of instructor. 

NBI 303 Genetics and Development: 
Interpretive Prof. William Roess 

Mendelian and transcription genetics will be 
presented from an historical perspective. Key 
experiments wilfbe described in sufficient detail 
to lead the student to a better understanding of 
how questions are asked and answered in the 
biological sciences. Gene regulation will be 
used as a bridge to introduce processes in devel- 
opment. Text: to be announced. Evaluation will 
be based on periodic tests, a term paper, and a 
final examination. Prerequisites: designed for 
junior-level science students who are particular- 
ly interested in interdisciplinary work or for less 
professionally oriented biology majors. 

NBI 304 Comparative Physiology: 
Interpretive Prof. John Ferguson 

This course will examine the various physiolog- 
ical mechanisms possessed by different ani- 
mals, including osmotic and ion regulation, 
nutrition, excretion, respiration, circulation, 
temperature regulation, movement, nervous 
integration and endocrine function. General 
principles will be emphasized as revealed 
through application of the comparative method. 
Integration of these principles into other areas 
of the individual student's interest will be en- 
hanced through interdisciplinary work, a term 
paper, or other type of appropriate activity. 
Text: Schmidt-Neilsen, Animal Physiology. 
Work to be submitted for evaluation: assigned 
quizzes and examinations, a prospectus on the 
interpretive work to be undertaken, and a final 
report on that work. Evaluation will also be 
based on participation in daily class discussions. 
Prerequisites: designed for Junior level science 
students who are particularly interested in inter- 
disciplinary work. Some previous background in 
college level biology and chemistry would nor- 
mally be expected. 

NBI 305 Genetics and Development: 
Investigative Prof. William Roess 

Mendelian and transcription genetics will be 
presented from an historical perspective. Key 
experiments will be described in sufficient detail 
to lead the student to a better understanding of 
how questions are asked and answered in the 
biological sciences. Gene regulation will be 
used as a bridge introducing processes in devel- 
opment. This course will be a lecture course 
with laboratory work designed to develop spe- 
cific skills, including how to grow, maintain and 
experiment with microbial and possible mam- 
malian tissue culture cells. Text: to be an- 
nounced. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites: designed for 
Junior-level biology majors. 

NBI 306 Comparative Physiology: 
Investigative Prof. John Ferguson 

This course will examine the various physiolog- 
ical mechanisms possessed by different animals, 
including osmotic and ion regulation, nutrition, 
excretion, respiration, circulation, temperature 
regulation, movement, perception, nervous 
integration and endocrine function. General 
principles will be emphasized as revealed 
through application of the comparative method. 
Marine organisms will be chosen as examples 
whenever possible, and only minor comment 
will be made on the functional processes unique 
to man. An investigative laboratory, employing 
advanced methodology, will function to sharp- 
en the student's analytical skills as applied to the 
whole organism. Texts: Schmidt-Nielsen, Animal 
Physiology; Hoar and Hickman, A Laboratory 
Companion for General and Comparative Physi- 
ology. Evaluation is based on five written labora- 
tory reports, a laboratory notebook, assigned 
quizzes and examinations, and participation in 
daily class discussions. Prerequisites: designed 
for Junior level biology majors. 

NBI 402 Advanced Topics in Ecology 

Prof. George Reid 

This course will consider selected aspects of 
aquatic or terrestrial ecosystems. Topics to be 
included will be determined by student inter- 
ests. Readings and evaluation will be arranged. 
Prerequisites: Organismic Biology I and II and 

NBI 406 Advanced Topics in Botany 

Prof. Sheila Hanes 

Subjects investigated in this course will be pri- 
marily determined by student interest. Readings 

and evaluations will be arranged. Prerequisite: 
Plant Biology. 

NBI 408 Biology Seminar (2-year sequence) 

Prot. John Ferguson, Biology Staff 

This course will consist of a series of seminars 
and discussions on topical problems in biology, 
especially those not fully explored in other areas 
of the biology curriculum. Particular concern 
will be maintained for the historical heritage of 
the discipline. Each participant will make at least 
one presentation, and must attend and actively 
contribute to all meetings. Work to be submit- 
ted for evaluation: abstract and bibliography of 
presentation, evaluation reports on selected 
speakers, and a final exam on the assigned read- 
ings. Junior and Senior biology majors partici- 
pate formally in this seminar for one course 
credit and Sophomores are invited to attend. 

NBI 422 Advanced Topics in Genetics 

Prof. William Roess 

This course will examine principles of human 
genetics, the genetics of chromosomal abnor- 
malities, physiological defects, and behavioral 
disorders. We will hold discussions throughout 
the course regarding the biological and social 
implications of advances in human genetics, and 
the specific depth and breadth of our study will 
be largely determined by the interests and back- 
ground of the students enrolled. Prerequisite: 
general genetics or permission of the instructor. 
Not offered 1978-79. 

NBI 499 Independent Research — Thesis 


Upon invitation. Seniors may design and carry 
out a creative research program, usually result- 
ing in a written dissertation which is presented 
and defended in the spring of the year. Each 
participant will consult closely throughout the 
course of his work with at least one of the biolo- 
gy faculty. Materials to be used are original lit- 
erature. Work submitted for evaluation: prelim- 
inary prospectus, periodic progress reports, 
dissertation. Prerequisites: three years of superior 
work in biology and an invitation from the biol- 
ogy faculty. 

NCM 207 Introduction to Geology 

Prof. George Reid 

This course is designed to acquaint the student 
with knowledge of the composition of the earth's 
crust, the dynamics and processes that have led 
to present-day land forms. This will involve an 
understanding of earth materials and forces that 
modify these substances. Topics such as mineral- 



ogy, crustal movements, volcanism, ground and 
surface waters, and glaciation will be considered 
in the first part of the course. The second part 
will be given over to the history of the earth and 
its inhabitants and surface features. Laboratory 
will emphasize identification of rocks, minerals 
and fossil types, together with interpretation of 
geologic and topographic maps. Field trips will 
be made to nearby localities of geologic in- 
terest. Text is Zumberge and Nelson, Elements 
of Geology and laboratory manual is Zumberge, 
Physical Geology Manual. Evaluation will be 
based upon examinations and individual reports. 
Offered in 1979-80, then in alternate years. 

NVS 482 The Oceans and Man 

Prof. John Ferguson 

This course is designed to provide a general 
awareness of the oceanic environment and its 
significance to us. We are faced daily with im- 
portant decisions in such areas as oil exploration, 
land reclamation, pollution control, coastline 
preservation, and the extension of territorial 
limits. These decisions involve major concerns 
for values in the resolution of conflicting de- 
mands and uses, and comprehension of our 
stewardship of the oceanic resources. The course 
forms the basis for the rational development of 
these value judgments by first reviewing the 
physical properties of the earth and its seas, 
including such topics as plate tectonics, the na- 
ture of sea water, waves, tides, currents, etc. It 
then relates these properties to the practical as- 
pect of our use of the seas emphasizing specific 
problems in fisheries, and oil and mineral re- 
source development. Finally, it deals with the 
more general influence of the seas on our civili- 
zation — past, present and future. This includes 
discussions on exploration, commerce, sea 
power, sea law, and the inspiration of the sea 
to the arts and other endeavors of mankind. 
Texts are McCormick and Thiruvathukal, Ele- 
ments of Oceanography; Menard and Scheiber, 
Oceans: Our Continuing Frontier. 

NVS 483 Ecology, Evolution and 
Natural Resources 

Profs. George Reid, Sheila Hanes 

This course is designed to affirm the importance 
of human values as defined by the Judeo-Christian 
tradition, by dealing with environmental and 
social issues and in planning for the evolution- 
ary future of man's culture. Through the study of 
man's evolution and that of other living organ- 
isms, the geologic processes of the earth and 
interrelationships between organisms and the 
environment, the impact of man can be better 
understood. Topics such as the effects of natural 
geologic and evolutionary processes, world 

nutrition and agriculture, population control, 
social evolution, disposal of wastes, use of ener- 
gy and the supply of natural resources will be 
studied. These subjects will be introduced and 
discussed with the intention of discovering the 
most ethical ways to deal with them. Text and 
supplementary readings (mostly current) to be 
announced. Evaluation will be based on partici- 
pation in discussions, a paper and oral presen- 
tation on an individual topic or project of the 
student's choice. 


Business administration is a concentration with- 
in the overall management program. The all- 
college requirements are the same as those for 
students in other- disciplines except the business 
administration/management major should select 
either Introduction to Psychology or Sociology 
as one of the two required modes of learning 
courses. Normally the management/business 
major will begin taking courses directly related 
to the management major in the Sophomore/ 
Junior years. The management core subjects are: 
The Managerial Enterprise, Accounting Princi- 
ples I, Statistics, and Microeconomics. Business 
administration/management majors also select 
five to six courses from business administration, 
accounting, management and upper division 
economics courses to complete the business 
requirement. In addition, the business admin- 
istration/management major will take two of 
three area options in psychology, economics, 
or sociology/political science. An internship, 
normally completed between the Junior and 
Senior years, is also a graduation requirement. 

BMN 271 Principles of Accounting I 

Prof. Philip Siegel 

This course presents the basic elements of ac- 
counting as an information system. Topics cov- 
ered include the accounting cycle, internal 
control, accounting systems and generally ac- 
cepted accounting principles. Accounting for 
partnerships is also discussed. Students are eval- 
uated on the basis of class participation, exami- 
nations and practice sets. A textbook is used: 
Niswonger and Fess, Accounting Principles. 

BMN 272 Principles of Accounting II 

Prof. Philip Siegel 

This course is a continuation of BMN 271 (Princi- 
ples of Accounting I). The course focuses its 
attention upon accounting for and presentation 
of financial statements of corporations. In addi- 

tion, the course also explores elements of cost 
and managerial accounting, financial statements 
analysis, and accounting for non-profit entities. 
A textbook is required (Niswonger and Fess, 
Accounting Principles). Students are evaluated 
on the basis of examinations, class participation 
and projects. Prerequisite: BMN 271, Principles 
of Accounting I. 

BMN 275 Introduction to Business 
Principles Staff 

The goals of the course are for the student to 
learn how business is related to society and to 
obtain a basic overview of all areas of business. 
Students will become familiar with the business 
vocabulary, the conflicting demands on business 
by employees, suppliers, and government, and 
information about employment opportunities 
in business. Texts will be required. Evaluation 
criteria are included in the syllabus. 

BMN 277 Small Business Ownership Staff 

This course will focus on the administration of 
small enterprises. The environment and the 
philosophies for successful small business oper- 
ation will be covered. Also, the problems of ini- 
tiating a business, financial and administrative 
controls, advertising and marketing programs 
and policies, the functions of managing produc- 
tion facilities, control of inventory, and person- 
nel selection will be covered. A text and selected 
readings will be assigned. Evaluation criteria are 
included in the syllabus. Prerequisite: Introduc- 
tion to Business Principles. 

BMN 278 Business Law 


This course covers the legal problems that are 
faced in organizing and running a private busi- 
ness. The emphasis is on formation of propri- 
etorship, partnerships and corporations and on 
contract law. Cases related to these and other 
areas are covered in class. A text will be assigned. 
Evaluation criteria will be included in the syllabus. 

BMN 351 (Directed Study) 

Systems Audit Prof. Philip Siegel 

This course will develop the fundamentals of 
information systems and their role in the per- 
formance of the accounting function in business 
organizations. The focus of the course will be: to 
familiarize the student with the application of 
the principles of internal control; to aid in un- 
derstanding the patterns of flow of accounting 
and financial data and information in business; 
and to develop an understanding of the use of 
computers in current and future accounting in- 
formation systems. There is a text and readings 
are required. Students are evaluated on the basis 

of homework, flowchart presentation and a final 
examination. Prerequisite: Principles of Ac- 
counting I and II. 

BMN 371 Intermediate Accounting 

Prof. Philip Siegel 

This course develops the concepts and theory 
used in accounting practice and analysis. It pro- 
vides a comprehensive review of accounting 
fundamentals, the latest accounting principles 
promulgated by designated authoritative bodies 
(AICPA, FASB, etc.), and selected topics of re- 
cent significance including leases, pensions, 
amortization of discounts and premiums. The 
course also discusses the latest views on infla- 
tion accounting. Students are evaluated on the 
basis of examinations and class participation. 
A text is required (Welsh, Zlalkovich and White, 
Intermediate Accounting). Prerequisites: BMN 
271 and 272, Principles of Accounting I and II. 

BMN 372 Managerial Accounting 

Prof. Philip Siegel 

This course is an extension of Principles of Ac- 
counting. The student will become familiar with 
the use of accounting information in the control 
of a business operation and the interpretation 
of the information for management's use. The 
course will provide an overview of the analysis 
of financial statements, cost and responsibility 
accounting, budgeting, cost-volume-profit 
analysis and decision making. A text will be as- 
signed. Evaluation criteria will be included in the 
syllabus. Prerequisite: Principles of Accounting 
I and II. 

BMN 450 (Directed Study) 
Financial Statement Audit 

Prof. Philip Siegel 

This course will focus upon the systematic pro- 
cess of objectively obtaining and evaluating 
evidence concerning financial statements. This 
evidence is the basis whereby the independent 
auditor expresses an opinion on the fairness 
with which the present financial position, results 
of operation and changes in financial position 
are in conformity with generally accepted ac- 
counting principles. The student is evaluated on 
the basis of completed homework assignments, 
an audit procedure project and a final examina- 
tion. A textbook and the Codification of State- 
ments on Auditing Standards are used. Prerequi- 
sites are Principles of Accounting I and II. 

BMN 475 Investment Analysis Staff 

This course examines the operation of the major 
financial markets in the U.S. with an emphasis 



on the stock market. There is a twofold thrust to 
the course. First, students study the structure 
and institutional characteristics of financial mar- 
kets. Second, they focus on industry and com- 
pany analysis. The emphasis is on fundamental 
analysis, although technical analysis and random 
walk theories are discussed. A text is used. Evalu- 
ation will be based on exams and work assign- 
ments. Prerequisites are Principles of Accounting I, 
Statistics, and Principles of Microeconomics. 

BMN 479 Corporate Finance Staff 

This course is a study of corporate structures, the 
different forms of business organization, and the 
markets firms use to raise capital. The course 
covers methods firms use to manage portfolios 
and to administer income and expenses. A text is 
required. Criteria for evaluation are included in 
the syllabus. Prerequisite: Principles of Account- 
ing I and II. 

BVS 362 Business and Society 

Prof. Philip Siegel 

This course deals with the significance of the 
relationship between business and society. The 
focus is on the most important interrelationships 
between business and society with emphasis 
upon the more current and socially significant 
issues. An analytical framework is also presented 
to enable students to examine these current is- 
sues as well as future issues. Topics covered in- 
clude: Business and Changing Values; Business 
and Technology; Business and Our Polluted 
Environment; Business and the Arts; and others. 
Students are evaluated on the basis of a research 
paper and class participation. 

For other courses see MANAGEMENT, ECO- 


Students majoring in chemistry, for the B.A. de- 
gree, must take Concepts in Chemistry I and II, 
Organic Chemistry I and II, Analytical Chemis- 
try, Physical Chemistry, Advanced Laboratory I, 
Chemistry Seminar (junior and Senior years). 
Calculus I and II, Physics 1 and II and one upper 
level chemistry elective. For the B.S. degree, 
students must take Theoretical Physical Chemis- 
try, Advanced Inorganic Chemistry, Advanced 
Organic Chemistry, and Advanced Laboratory II 
beyond those courses required for the B.A. 
degree. In addition, B.S. degree candidates must 
fulfill the requirement of 16 courses in the Nat- 
ural Sciences. 

juniors and Seniors are involved in Advanced 
Laboratory I and II, a unique four-semester labora- 

tory program integrating Analytical, Inorganic, 
Instrumental, Organic and Physical Chemical 
methods and techniques. Projects undertaken 
are problem-solving oriented and become in- 
creasingly sophisticated during the first three 
semesters of the program. The final semester is 
devoted to an independent research project of 
the student's choice. 

NCH 110 (Modes of Learning) 
Introduction to Chemistry 

Prof. Richard Neithamer 

This course is designed to develop the mathe- 
matical and conceptual skills necessary for the 
successful study of chemistry. As such, it should 
be particularly useful to those students who 
have limited backgrounds in mathematics and 
chemistry but who wish to study chemistry and/ 
or the biological sciences. Specific attention will 
be given to problem-solving and the quantita- 
tive relationships inherent in chemical concepts. 
Text to be announced. Evaluation will be based 
upon performance on quizzes, tests and a final 
examination. Prerequisite: high school algebra. 

NCH 121 Concepts in Chemistry I Staff 

This course treats the fundamental principles of 
modern chemical theory and is designed for 
those who plan to major in the sciences. Con- 
cepts of stoichiometry, periodicity, atomic struc- 
ture, chemical bonding, and molecular geometry 
are presented in a framework which draws upon 
both inorganic and organic examples. The phys- 
ical and chemical behavior of gases and liquids 
is also discussed. The laboratory program will 
complement the lecture material and will be 
largely quantitative in nature. Text to be an- 
nounced. Evaluation will be based upon perfor- 
mance on tests, a final examination, and the lab- 
oratory. Prerequisites: a good high school 
chemistry course and three years of high school 
mathematics or successful completion of Intro- 
duction to Chemistry. 

NCH 122 Concepts in Chemistry II Staff 

This course continues to explore the fundamen- 
tal principles of modern chemical theory which 
are of special importance to later work in chem- 
istry and molecular biology. Topics included are 
thermodynamics, acid-base chemistry, chemical 
equilibrium, electrochemistry and kinetics. An 
introduction to organic chemistry and biochem- 
istry will also be included. Text to be announced. 
Evaluation will be based upon performance on 
tests, a final examination and the laboratory. 
The laboratory program will complement the 
lecture material, will be largely quantitative in 
nature and will include the use of instrumenta- 

tion for pH, oxidation-reduction and spectro- 
photometric measurements. Prerequisite: suc- 
cessful completion of Concepts in Chemistry I. 

NCH 221 Organic Chemistry I 

Prof. Wayne Guida 

This course is the first part of a two-course se- 
quence which deals with the chemistry of carbon- 
containing compounds. Basic concepts concern- 
ing the reactions, three-dimensional structure, 
and bonding of carbon compounds, particularly 
hydrocarbons, will be considered. The various 
functional or reactive groups will also be con- 
sidered in relation to the reactivity of organic 
compounds. The laboratory is designed to ac- 
quaint the student with the basic techniques of 
organic chemistry and will involve the prepara- 
tion of several simple organic compounds. Text: 
Solomon's Organic Chemistry. Evaluation will 
be based upon performance on tests, a final 
examination and the laboratory. Prerequisites: 
Concepts in Chemistry I and II. 

NCH 222 Organic Chemistry II 

Prof. Wayne Guida 

In this course the study of carbon-containing 
compounds will be continued. The various func- 
tional groups will be considered in detail with 
the study proceeding from the simpler to the 
more complex functional groups. Spectroscopic 
methods for structure determination such as in- 
frared spectroscopy and nuclear magnetic res- 
onance spectroscopy will be discussed. The 
laboratory will involve the preparation of several 
organic compounds as well as qualitative meth- 
ods for the determination of unknown organic 
substances. Text: Solomon's Organic Chemistry. 
Evaluation will be based upon performance on 
tests, a final examination and the laboratory. 
Prerequisite: Organic Chemistry I. 

NCH 320 Analytical Chemistry Staff 

This course involves the study of modern analyt- 
ical separations and measurements, including 
gravimetric, volumetric and instrumental tech- 
niques. It includes the study of acid-base, redox, 
solubility and complex ion equilibria and their 
application to analysis. The accompanying labora- 
tory will be the first semester of the integrated 
Advanced Laboratory 1. Text will be Skoog and 
West, Analytical Chemistry. Evaluation will be 
based upon performance in tests, a final exami- 
nation and the laboratory. Prerequisites: Organ- 
ic Chemistry I and II, Calculus I and II. Designed 
for Junior-level chemistry majors. 

NCH 325 Physical Chemistry 


This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and thermo- 
chemistry, free energy and chemical equilibrium, 
liquids and simple phase equilibria, heterogene- 
ous equilibrium, solutions of electrolytes and 
non-electrolytes, colligative properties, electro- 
chemistry and gas-phase and solution kinetics. 
The accompanying laboratory will be the second 
semester of the integrated Advanced Laboratory 
I. Text will be announced. Evaluation will be 
based on tests, a final examination and the lab- 
oratory work. Prerequisites: Organic Chemistry I 
and II, Calculus I and II and Physics I and II. An- 
alytical Chemistry, NCH 320 is strongly recom- 
mended. This course is designed for Junior-level 
chemistry majors. 

NCH 327 Physical Chemistry: 


This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and thermo- 
chemistry, free energy and chemical equilibri- 
um, liquids and simple phase equilibria, hetero- 
geneous equilibrium, solutions of electrolytes 
and non-electrolytes, colligative properties, 
electrochemistry and gas-phase and solution 
kinetics. Text will be announced. Evaluation will 
be based on tests, a final examination, and a 
term paper concerning the application of physical 
chemical principles in the student's major field. 
Prerequisites: Organic Chemistry I and II, Cal- 
culus I and II and Physics I and II. Analytical 
Chemistry, NCH 320 is strongly recommended. 
This course is designed for Junior or Senior level 
students majoring in sciences other than chemistry. 

NCH 420 Theoretical Physical Chemistry 


This course is designed to introduce the student 
to the theoretical physical chemical concepts 
upon which much of the modern theory of chem- 
ical bonding and structure are based. Included 
are wave mechanics, molecular symmetry and 
molecular orbital calculations, spectroscopy 
and orbital symmetry. Also included will be 
statistical thermodynamics. Text to be announced. 
The accompanying laboratory will be the first 
semester of the integrated Advanced Laboratory 
II. Evaluation will be based on examinations, a 
final examination and the laboratory. Prerequi- 
sites: Physical Chemistry I, NCH 325. Calculus III 
and Differential Equations strongly recommended. 
Designed for Senior-level chemistry majors. 

FTKFRnmi I Fr.F 


NCH 422 Advanced Organic Chemistry 

Prof. Wayne Guida 

In this course several advanced topics in organic 
chemistry will be considered. Topics to be in- 
cluded are: structure elucidation of complex 
organic molecules via infrared spectroscopy, 
ultraviolet spectroscopy, nuclear magnetic res- 
onance spectroscopy, and mass spectrometry, 
advanced synthetic methods, elucidation of re- 
action mechanism, stereochemistry, molecular 
rearrangements, and organometallic chemistry. 
Text to be announced. Evaluation will be based 
upon performance on tests and a final examina- 
tion. Prerequisites: Organic Chemistry II and 
Theoretical Physical Chemistry. 

NCH 424 Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

This course deals with the electronic structure 
and periodic properties of the atom, theories 
and properties of the covalent bond, stereo- 
chemistry of inorganic molecules, the inorganic 
solid state, acid-base chemistry, coordination 
and organometallic chemistry, the application of 
thermodynamics to inorganic systems, inorganic 
reaction mechanisms, non-aqueous solvents and 
boron hydride chemistry. This course will be 
operated on a seminar basis and will involve 
specified reading and problem assignments for 
each class period. Readings will include a recent 
advanced text, selected paperbacks and the in- 
organic chemistry literature. The accompanying 
laboratory will be the second semester of the 
integrated Advanced Laboratory II. Evaluation 
will be based on three examinations, extensive 
problem assignments and the laboratory. 
Prerequisite: Theoretical Physical Chemistry. 
Designed for Senior-level chemistry majors. 

NCH 425 Biochemistry Prof. Wayne Guida 

This course is concerned with the molecular 
basis of life and, therefore, the chemical proc- 
esses which occur in the living cell will be em- 
phasized. The various molecular components of 
cells will be treated first. This will be followed by 
the study of the important metabolic pathways 
involved in the generation of phosphate bond 
energy. Finally, the biosynthetic pathways which 
utilize phosphate bond energy will be consid- 
ered. Text: Conn and Stumpf, Outlines of 
Biochemistry. Evaluation will be based upon 
performance on tests and a final examination. 
Prerequisite: Organic Chemistry II. 

NCH 428 Chemistry Seminar 

(2-year sequence) Staff 

A series of papers and discussions on topics in 
chemistry and related subjects. Meetings will be 

scheduled bimonthly with student, faculty and 
visitor participation, junior and Senior chemistry 
majors should expect to present one or two 
papers a year and will receive one course credit 
upon satisfactory completion of the two years of 
participation. Evaluation will be based on the 
quality of the student's presentations and parti- 
cipation in discussions. 

NCH 499 Independent Research- 



Chemistry majors who have demonstrated su- 
perior ability in the field may be invited to do 
independent research with a member of the 
Chemistry staff during their Senior year. The 
student will be responsible for submitting a pro- 
posal of the research planned, carrying out the 
work, writing a thesis reporting the findings of 
the research and defending the thesis before a 
thesis committee. 


LCL 120 Latin 

Prof. Frederic White 

An introduction to Latin grammar with exten- 
sive readings from original Latin material. Text, 
Wheelock, Latin. Weekly tutorials, with exercises. 

LCL 121 Beginning Greek 

Prof. Frederic White 

An introduction to Greek grammar and to New 
Testament Greek with readings from the Gospel 
of John. Paine's Beginning Creek will be the 
basic text. Evaluation in the course will be based 
on recitation, on quizzes, and on a final exam- 

LCL 122 Intermediate Greek 

Prof. Frederic White 

Readings from Plato and Xenophon with atten- 
tion to Attic Greek and Freeman and Lowe's 
Creek Reader. Evaluation in the course will be 
based on recitation, on quizzes, and on a final 
examination. Prerequisite: LCL 121. 


Comparative literature is an interdisciplinary 
approach to literature. Students declare three 
areas: 1) five courses in a literature (commonly 
English and/or American), 2) three courses in a 
foreign language (such as French, German, or 
Spanish), of which at least two are literature 
courses, and 3) two courses in a second foreign 
language (at any level), or in another discipline 

(such as history, religion, philosophy, etc.), or in 
an approved specialty (world literature in trans- 
lation, myth, the Don Juan tradition, etc.). Stu- 
dents should have one course using comparative 
methodology. Linguistics and literary criticism 
are recommended. 


The Writing Workshop helps develop serious 
writers — students who think of themselves pri- 
marily as writers and students for whom writing 
will be an important avocation. Students devel- 
op their curriculum individually in consultation 
with the Mentor. Course work varies consid- 
erably, but normally must include at least two 
workshops (selected from offerings in such sub- 
jects as poetry, fiction, playwriting, reviews, and 
journalism) and six other courses in literature. 
Seniors are required to complete a thesis or 
Senior manuscript. 

AWW 227 Fiction Workshop Sta ff 

This course is open to all; preference is given to 
upperclass students. The workshop will be lim- 
ited to 15 and will concentrate on various fic- 
tional techniques. Students will bring their 
stories and sketches for discussion and review in 
class. A familiarity with current fiction and books 
about current fiction will also be encouraged. 
Evaluation will be based on class participation 
and on stories written during the term. Pre- 
requisite: permission of instructor. 

AWW 230 Poetry Workshop Sta ff 

This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 
15 students and will concentrate on forms and 
technique in poetry. Students will submit their 
poems for discussion and review. A familiarity 
with current poetry magazines will also be en- 
couraged. Evaluation will be based on poetry 
written during the term. Prerequisites: permis- 
sion of the instructor. 

AWW 331 One-Act Play Workshop 

Prof. Richard Mathews 

Students will investigate the possibilities of short 
drama by reading and writing one-act plays. We 
will read at least 25 short plays, including both 
traditional and experimental forms. Each stu- 
dent will write at least five plays, some of which 
will be read and discussed in class. Production of 
original plays will be encouraged. Students will 
be evaluated on their written plays. Prerequi- 
sites: permission of instructor — enrollment lim- 
ited to 15. 


A concentration in East Asian Area Studies may 
be planned through a supervising committee of 
three faculty members. 

CAS 282 East Asian Area Studies 

For description, see AREA STUDIES. 


in addition to the collegial requirements of sta- 
tistics and two modes of learning courses, stu- 
dents majoring in economics are required to 
take a minimum of eight economics courses. All 
students will take Principles of Microeconomics, 
Principles of Macroeconomics, Intermediate 
Microeconomic Theory, Intermediate Macro- 
economics and History of Economic Thought. In 
addition, students will choose electives from a 
list of approved courses. Independent study 
courses supervised by the economics faculty can 
count as economics electives. 

BEC 281 Principles of Microeconomics 

Prof. Tom Oberhofer 

This course will develop basic principles of price 
theory and focus on their application. We will 
study the operation of the market system and 
illustrate it with examples of recent farm and 
energy problems. We will discuss industrial 
structure and pricing of output under different 
competitive structures. We will discuss cost- 
benefit analysis and apply it to environmental 
quality decisions. Other topics covered include 
economics of education and crime. A text will 
be announced. There will be two one-hour tests 
and a final exam. This course is required of all 
students concentrating in economics. 

BEC 282 Principles of Macroeconomics 


This is an introductory course in national in- 
come determination theory. It includes an 
analysis of the elements which comprise the 
national income and the role of the federal gov- 
ernment in maintaining a high level of income 
and employment without inflation. Special 
attention is given to monetary and fiscal policy. 
We will develop a model of the economy and 
use it to study recent problems of inflation, 
recession, and balance of payments deficits. This 
course will use a textbook. There will be two 
one-hour tests and a final exam. This course 
is required of all students concentrating in 




BEC 381 Intermediate Microeconomics Staff 

This course is a continuation of Principles of 
Microeconomics. We start by developing the 
theoretical basis for consumer demand theory. 
We discuss empirical and methodological prob- 
lems encountered in operationalizing demand 
theory. In addition, pricing and output decisions 
of both industries and firms within the industry 
are studied using simple mathematical and geo- 
metric models. Particular attention is given to 
the price and output adjustments firms and 
industries make when confronted with initial 
disequilibrium situations. A text will be used. 
Two hour tests, a final examination, and a paper 
will serve as bases for evaluation. Principles of 
Microeconomics is prerequisite. This course is 
required for all students concentrating in eco- 

BEC 382 Intermediate Macroeconomics 

Prof. Tom Oberhofer 

This course covers the basic determinants of 
aggregate demand and aggregate supply. The 
course is divided into three main parts: first, 
national income accounts; second, a static 
analysis of the aggregate market for goods and 
services using both Keynesian and neo-classical 
approaches; and third, the applications of 
macro theory to the problems of domestic stabi- 
lization and the balance of payments. A text will 
be announced. Evaluation will be based on sev- 
eral tests and a final exam. Prerequisite is BEC 
282 Principles of Macroeconomics. 

BEC 384 Managerial Economics Staff 

The emphasis of this course is upon applying 
theoretical economics to problems faced by 
managers of private business. A number of case 
studies will be used, and business simulation 
games will cover some areas of the subject. The 
goal is to improve the students' knowledge of 
the problems business managers must cope with 
and to give the students skills in using economic 
tools as aids in resolving these problems. Re- 
quired reading will include one text. Evaluation 
will be based upon performance on case studies 
and quizzes. This course is primarily for the stu- 
dents concentrating in management, but any 
student who has a background in economics 
and is interested in application will enjoy the 
course. Students taking this course should have 
had BEC 381 Intermediate Microeconomics or 
permission of the instructor. 

BEC 386 Money and Banking Staff 

In this course attention will be given to the struc- 
ture of commercial banking in the United States, 

how the structure evolved, and what sort of 
functions banks perform in today's modern mar- 
ket economy. The course will also deal with 
monetary theory. The goal is for students to 
learn the structure and functions of commercial 
banks and to broaden their understanding of a 
money economy. One textbook will be the re- 
quired reading for the course. Evaluation will be 
based on performance on semester tests plus a 
final exam. This course is primarily for students 
concentrating in economics or in management 
with an economics emphasis. Students should 
have taken BEC 282 before taking this course. 

BEC 388 Economic Development 

Prof. Tom Oberhofer 

This course will focus on the problems faced by 
economically developing countries. It has two 
general goals: (1) to understand what factors 
contribute to or-retard the process of economic 
development and (2) to investigate how domes- 
tic and international resources can be effectively 
utilized in pursuit of development goals. The 
course will investigate noneconomic (i.e., cul- 
tural, political) as well as traditional economic 
aspects of development. Evaluation will be 
based on class participation, a paper and exam- 
inations. A text will be used, supplemented by 
outside readings. Prerequisites are BEC 281 Prin- 
ciples of Microeconomics or BEC 282 Principles 
of Macroeconomics. 

BEC 450 (Directed Study) 
History of Economic Thought 

Prof. Tom Oberhofer 

The purpose of this course is to trace the evolu- 
tion of economic ideas as developed and ex- 
pounded by Western economists. The attempt 
will be made to demonstrate the linkage be- 
tween changing economic ideas and changing 
sociopolitical conditions. The student will famil- 
iarize himself with the teachings of the mercan- 
tilists, the physiocrates, Adam Smith, Malthus, 
Ricardo, Mill, Marx, Marshall, the German and 
American schools of thought. A text will be 
used, supplemented by outside readings. Eval- 
uation will be based on a paper and tests. Pre- 
requisites are BEC 281 and 282 or permission of 

BEC 484 Public Finance 

Prof. Tom Oberhofer 

This course focuses on the fiscal operations of 
federal, state and local governments. We investi- 
gate the major components of the American tax 
system (income, sales, property, social security). 
In addition we investigate expenditure patterns 

for all levels of government. We discuss the 
fiscal relations between different levels of gov- 
ernment (leading to a review of revenue shar- 
ing), the distributional impact of the fiscal 
system and policy options available to govern- 
ment for dealing with such problems as poverty 
(the negative income tax), education and eco- 
nomic growth. A text will be used, supplemented 
by outside readings. Evaluation in the course will 
be based on semester tests and a final exam. A 
paper will be required. The prerequisite is BEC 
281 or BEC 282. 

BEC 488 International Economics 


This course presents a consideration of interna- 
tional trade and international finance theory 
and policy. The balance of international pay- 
ments, exchange-rate adjustment, the nature of 
the gains from trade, and U.S. commercial policy 
are among the principal topics included. There 
will be one basic text, with additional library 
reading and written reports. Two tests and a final 
examination will serve as criteria for evaluation. 
Prerequisites are BEC 281 and 282, Principles of 
Microeconomics, and Principles of Macro- 
economics. Offered in 1979-80, then in alternate 


Elementary and Early Childhood Education 

The Elementary Education major requires a 
minimum of 15 courses in general education, 
with not less than two courses and not more 
than four courses earned in each of the five fol- 
lowing areas: communication (two to four cours- 
es), human adjustment (four courses), biological 
sciences, physical sciences, and mathematics 
(two courses), social sciences (two to four cours- 
es), humanities and applied arts (four courses). 
The major also requires seven courses and one 
winter term of professional preparation. The Ele- 
mentary and Early Childhood Education major 
has the same requirements as the Elementary 
Education major, but requires nine courses and 
one winter term of professional preparation. 

Secondary Education 

Eckerd College has approved programs for Sec- 
ondary Education in art, biology, chemistry, 
drama, English, French, German, history, hu- 
manities, mathematics, music, physics, psychol- 
ogy, social sciences, sociology and Spanish. The 
program includes six courses in professional 
education and sufficient required courses to 
qualify for a major in the content area. 

AED 118 (Modes of Learning) 
Early Childhood Education I 

Prof. Frank Schorn 

The growth of the young child from infancy to 
age six will be examined in an attempt to estab- 
lish links between biological, familial, and cul- 
tural influences on the child and the design of 
outstanding early educational practices. Stu- 
dents will observe one child with particular 
attention to individual differences including 
birth order, sensory stimulation and deprivation, 
sex, race, and social class in relation to intellec- 
tual functioning, socialization patterns, and apti- 
tudes. Evaluation will be based on an anecdotal 
record and exploration of issues such as design 
and implementation of early childhood cur- 
ricula, alternate staffing, and the role of the 

AED 119 (Modes of Learning) 
Environments of Learning 

Prof. Richard Bredenberg 

A study of the various formal and informal envi- 
ronments in which learning occurs in order to 
discern how learners learn and how teachers 
teach. The environments include: schools — 
public and private, traditional and innovative; 
other learning centers — libraries, museums, gal- 
leries, science centers, places of business, cor- 
rectional institutions, churches; programs — for 
the handicapped, the gifted, the average, the 
child, the adult, the aged. In addition to regular 
meetings, the class will make six field trips. Stu- 
dents will identify elements of learning theory 
and appraise the teaching and managerial skills 
involved in each program in relation to learning 
theory. Each student will research one program 
in depth and participate as a para-professional 
for 40 hours in that program. The text will be 
Understanding School Learning by Michael j. A. 
Howe. Evaluation will be based upon the quality 
of the para-professional performance, a journal, 
and two examinations. 

AED 203 Early Childhood Education II 

Prof. Molly Ransbury 

Emphasis is given to the development and im- 
plementation of plans for an optirrlum learning 
environment for three, four, and five-year-olds. 
A complete instructional unit is designed as part 
of a series of theory-oriented seminars and then 
operationalized within a licensed early child- 
hood program. Evaluation is based on the effec- 
tiveness of the unit design as determined by 
child-learning outcomes, the creativity of the 
design unit, and the extent to which the unit 
incorporates a sound theoretical base. Prereq- 
uisite: Early Childhood Education I. 


AED/APS 207 Croup Dynamics 

Prof. Frank Schorn 

This course is divided into three parts. Part one 
explores the interpersonal conditions apparent 
in most task-oriented groups. Part two deals 
with the utilization of group approaches to facil- 
itate communication, and part three considers 
the implementation of these techniques within 
the context of a professional working environ- 
ment. The course will deal with theoretical per- 
spectives and will provide for maximum student 
participation. Required texts will be Group 
Dynamics by Shaw and Group Processes in the 
Classroom by Schmuck. Evaluation will be based 
on periodical assignments and through a negoti- 
ated paper or project. Prerequisite is intro- 
ductory psychology or permission of instructor. 

AED 250 (Directed Study) 

Education Experience: Alternative School 

Prof. Molly Ransbury 

The purpose of this directed study is to offer the 
student the opportunity for viewing approaches 
to the educational process, assessing the con- 
cept of man as learner, evaluating the learning 
process, and refining attitudes toward school- 
ing. Requirements include observing in several 
alternative schools, and conducting a teaching 
project in one school. Evaluation is based on a 
weekly conference with the school director, the 
professor, and the school staff. A video tape 
progress report is to be made and presented to a 
group of students in education for evaluative 

AED 322 Methods of Teaching Reading 

Prof. Molly Ransbury 

An investigation of the theory of reading is fol- 
lowed by practice in recognizing and diagnosing 
reading problems. Through a series of seminars 
and one-to-one experiences with children, the 
student develops competency in evaluating pre- 
reading skills; decoding, comprehension refer- 
ence, and study skills. Evaluation is based on a 
diagnostic report for one child that employs 
both informal and formal diagnostic procedures. 
Prerequisite: admission to the Elementary Edu- 
cation program, or approval of the instructor. 
First preference will be given to students in the 
Elementary Education program. 

AED 340 Issues and Trends in Special 
Education Prof. Frank Schorn 

This course is designed to help the student 
explore key issues in education. Areas will in- 
clude an examination of instructional alterna- 
tives, legal issues, and modes of professional col- 

laboration. In addition, students will examine 
the interface between regular education and 
special education. The entire range of excep- 
tionalities will be considered. Students inter- 
ested in careers in Special Education, Elementary 
Education, or Secondary Education and Child 
Psychology will find this course particularly 
appropriate. Evaluation will include assessment 
of periodic assignments as well as a final exam- 
ination. An optional practicum can be arranged 
in a variety of exceptionalities. Required text 
Special Education in Transition by Jones and 

AED 351 (Directed Study) 
British Innovative Education 

Prof. Molly Ransbury 

Since the publication in 1960 of A. S. Neill's Sum- 
merhill: A Radical Approach to Child Rearing, 

Americans have become extremely interested in 
British education. The British pre-school play- 
group, middle school, infant school and open 
university have emerged as primary models for 
American educational innovation. The purpose 
of this course is to provide a structure for the 
study of British education. Evaluation will be 
based on two papers: a three to five page back- 
ground research document demonstrating 
familiarity with British education; and one con- 
centrating on a particular segment of British 
education, which will describe current trends 
and issues, compare the topic under study to a 
selected norm, evaluate the results, and present 
an annotated bibliography. 

AED 401 Elementary Education Methods I 

Prof. Frank Schorn 

This course includes an investigation of both the 
theory and practical application of methodolo- 
gies of academic instruction. Through a series of 
seminars, individual conferences, observations, 
and one-to-one experiences with children, the 
student will explore, plan, and evaluate ap- 
proaches to communication as a teacher. Eval- 
uation will be based on the student's oral 
presentation of constructive suggestions for 
improving methodology, as well as on a tutoring 

AED 421 Psychology for Education 

Prof. Frank Schorn 

This is a study of the psychological foundations 
of education with emphasis upon those which 
have application for the classroom teacher. The 
course is interrelated with experiences of stu- 
dent teachers and is a requirement of candidates 
for elementary and secondary education certifi- 

cates. The course is open to others by permis- 
sion of the instructor. 

AED 422, 423, 424 

Professional Elementary Education 

Profs. Molly Ransbury, Frank Schorn 

The professional semester for Elementary Educa- 
tion interns includes participation in all phases 
of the operation of an elementary school. In- 
terns practice their teaching skills at both the 
primary and intermediate grade levels within 
each of three methods of classroom organiza- 
tion: open space, self-contained, and team- 
teaching. The intern also spends time in direct 
study with the school principal, social worker, 
guidance counselor, learning resources direc- 
tor, language arts specialist, and art, music, and 
physical education teachers. Prerequisites: 
admission to the Teacher Education program 
and the successful completion of all courses for 
Elementary Education certification except Issues 
in Education. 

AED 431 Pre-lnternship 

Prof. Richard Bredenberg 

This is an experience-oriented course con- 
ducted primarily in the public secondary 
schools. Each student will be assigned to work 
with a public school teacher for ten hours per 
week for one semester. Activities may include 
assisting in individualized instruction, tutoring 
small groups, teaching micro-lessons. Evaluation 
will be based on written self-appraisal as a can- 
didate for the teaching profession, a written 
evaluation by the public school directing teach- 
er, and an observation of the student's teaching 
by the professor. Prerequisite is admission to the 
Teacher Education program. 

AED 435, 436, 437 Professional Education 

Prof. Richard Bredenberg 

The first four-and-a-half weeks of the semester 
include a variety of experiences to equip stu- 
dents with skills for classroom teaching. The cur- 
riculum strives for student competency in the 
use of audio-visual materials, applications of 
learning theory to the classroom, special meth- 
ods of teaching, knowledge of the operation of 
the public schools, and recent innovations in 
education, followed by nine weeks of student 
teaching during which the student teacher 
assumes full teaching responsibility. Prerequi- 
sites are Psychology for Non-majors, Preprofes- 
sional Experiences I and 11, or Pre-lnternship, 
and formal admission to the Teacher Education 

AVS 484 Issues in Education 

Prof. Molly Ransbury 

The sociological foundations of education are 
explored in this Creative Arts Collegium collo- 
quium. This seminar includes: reports and com- 
ments on internship observations and inter- 
actions; discussion of assigned reading from 
texts, periodicals, and the press; interviews with 
visiting experts, i.e., school board members, 
classroom teachers, parents and children; 
exploration of media as it relates to education; 
studies of the expectations of individuals and 
societies concerning education; development 
of a statement of personal-professional value 
demonstrating an integration of data from cur- 
ricuiar experience. 


Two closely related programs are available for 
students interested in multidisciplinary prepara- 
tion for careers or graduate study in areas 
related to Environmental Planning, Natural 
Resource Management and other areas con- 
cerned with the dynamics of the Environmental 
and Earth Sciences. Students may obtain an Earth 
Sciences major which includes broad prepara- 
tion in the natural and physical sciences. Ordi- 
narily students will complete courses in the fol- 
lowing areas: Invertebrate Zoology, Botany, 
Chemistry I and II, Physics I and II, Geology, 
Oceanography, Ecology, Paleontology, Meteor- 
ology and Climatology, Geography and a sem- 
inar in Ecology, Evolution and Natural Resourc- 
es. Each student will usually elect additional 
courses in the Natural and/or Behavioral Sci- 
ences according to individual interests. A stu- 
dent may also plan an Environmental Studies 
program which will fit individual needs under 
the guidance and approval of a Faculty Super- 
visory Committee. Several particular areas of 
study are especially pertinent to the Environ- 
mental Studies. These include: Invertebrate 
Zoology, Botany, Ecology, Advanced Topics in 
Ecology, Chemistry I and II, Statistics, Precalcu- 
lus skills. Computer Programming, Social Psy- 
chology and Cultural Anthropology. For either 
a B.A. or B.S. degree, students will ordinarily be 
expected to do a senior thesis concerning some 
aspect of the local environment. Additional sup- 
porting courses in the Natural and/or Behavioral 
Sciences will be recommended depending upon 
the specific direction a student wishes to take. 



Refer to the following course descriptions 
related to the Environmental Studies/Earth Sci- 
ences major: 

NBI 197 Plant Biology 

NB! 199 Marine invertebrate Biology 

NBI 301 General and Aquatic Ecology 

NBI 402 Advanced Topics in Ecology 

NCM 205 Astronomy 

NCM 207 Geology 

NVS 482 The Oceans and Man 

NVS 483 Ecology, Evolution and Natural 


NCH 121 Concepts in Chemistry I 

NCH 122 Concepts in Chemistry II 

NPH 141 Fundamental Physics 1 

NPH 142 Fundamental Physics II 

NCM 113 Computer Algorithms and 


NMA 103 Principles of Statistical Inference 

BPS 302 Social Psychology 

Other courses to be announced: Meteorology 
and Climatology, Paleontology, Geography, 
Cultural Anthropology. 


For a major in French, eight courses beyond ele- 
mentary French are required, and students may 
choose from among the following offerings: 
Intermediate French I and II, Introduction to 
French Literature I and II, Advanced Conversa- 
tional French, Advanced Composition and 
Grammar, Survey of French Literature to 1600, 
The Classical Theatre, Eighteenth Century 
French Literature, Nineteenth Century French 
Literature, Twentieth Century French Literature 
and French Area Studies. Supporting work in 
other areas is advisable. Study abroad during the 
Junior year in Avignon at the Institute for Ameri- 
can Universities (with which Eckerd is affiliated) 
is strongly recommended. In addition, a con- 
centration in French Area Studies may be 
planned with the appropriate faculty member. 

CFR 110 (Modes of Learning) 

Elementary French Prof. Rejane Genz 

CFR 102 Elementary French 

Prof. Henry Genz 

This course is designed to give the student a 
basic facility in four skills: listening comprehen- 
sion, speaking, reading, and writing. In addition 
to regular class sessions, there will be listening 
and speaking practice in the laboratory. Short 
teaching films will be used throughout the 
course. Attention will also be given to methods 
and techniques used in language learning. Text- 

book: FHarris and Leveque, Basic Conversational 

French, 6th edition. No prerequisites for CRF 
110; prerequisite for CFR 102 is CFR 110 or 

CFR 105 Reading French: A Direct 
Approach Prof. Henry Genz 

This course is for the student with little or no 
previous study of French who would like to 
acquire a basic reading knowledge in a short 
period of time and will involve a study of vocab- 
ulary, idioms, grammar, and extensive practice 
in translating from French to English. Each stu- 
dent will undertake a reading project of his 
choice. Translation from French to English of 
research articles in the student's major field is 
especially encouraged. Text: Palmeri and Milli- 
gan, French for Reading Knowledge. Require- 
ment: open to students who have had no more 
than one year of college French. Offered in 
1979-80, then in alternate years. 

CFR 201 Intermediate French 

Prof. Rejane Genz 
CFR 202 Intermediate French 

Prof. Henry Genz 

Reading of short stories, essays, novel excerpts, 
by outstanding writers; grammar review; lab 
practice; films; emphasis on the simultaneous 
development of the four language skills: speak- 
ing, oral comprehension, reading, and writing. 
Reading list: French Prose: An Intermediate 
Reader by Galpin and Milligan. Intermediate 
Conversational French, Third Edition, by Harris 
and Leveque. Work to be submitted for evalua- 
tion: bi-weekly tests, final exams, outside proj- 
ect. Prerequisite: for CFR 201, two courses of 
college French or two years of high school 
French; CFR 201 or equivalent is a prerequisite 
for CFR 202. 

LFR 320 Advanced Conversational French 

Prof. Rejane Genz 

The emphasis in this course is on colloquial 
French. The students will have the opportunity 
of suggesting the topics of conversation. They 
will be asked to read articles in French maga- 
zines; they will learn to handle all types of cor- 
respondence in French, and to write newspaper 
articles. Materials to be used include: Diction- 
naire de i'argot moderne, dictionnaire des diffi- 
cultes de la langue francaise and Entre-nous, an 
entirely new type of textbook just published by 
a Yale professor who compiled a series of con- 
versations with French and American college stu- 
dents in his own advanced conversation class at 

Yale. Evaluation will be based on the degree of 
participation in all aspects of the course. Pre- 
requisite: A third year level of proficiency is 
generally expected, but second year students 
will be admitted in the course upon recommen- 
dation of their professor. Offered in 1978-79, 
then in alternate years. 

LFR 321 Introduction to French Literature I 

Prof. Rejane Genz 

The main purpose of this course is to further the 
students' knowledge of the language through 
literature. Therefore, no attempt is made to 
offer a survey of literature, and most of the plays 
and novels are by contemporary writers: Gide, 
Mauriac, Camus, Saint-Exupery, lonesco, etc. 
Class meetings consist entirely of discussions, 
and participation is an important factor in eval- 
uation. Evaluation will be based on a journal, 
class participation, and a final examination. Pre- 
requisite: third year level of proficiency in 

CFR 402 Survey of French Literature to 1600 

Prof. Henry Genz 

A study of representative medieval and Renais- 
sance works including La Chanson de Roland, Le 
Roman de la rose, the poetry of Villon, Du Bellay 
and Ronsard, Gargantua and Pantagruel, and 
selected essays of Montaigne. Evaluation will be 
based on oral reports, term paper and final 
exam. This course is taught in French. Prerequi- 
site: completion of at least one third-year level 
college French course. Offered in 1979-80, then 
in alternate years. 


CGE 290 Independent Study 

Geography Prof. Dudley DeGroot 

This course is designed to introduce the student 
to the basic concepts, theories and substantive 
material of the field of modern geography. The 
relationship between material environment and 
man's culture systems will be examined. Intro- 
duction to Geography by Murphy will be util- 
ized as the basic text, along with a number of 
maps. Evaluation will be based upon completion 
of a series of exercises, required map work and 
periodic oral discussions of the materials with 
the sponsoring professor. 

CGE 390 Independent Study 
World Regional Geography 

Prof. Dudley DeGroot 

This course is designed to study the relationship 
of the activities of man to his natural environ- 
ment on a world wide basis. The relationship 
between such geographic variables as soils, land 
forms, climate, vegetables and minerals, and the 
cultural systems of different areas of the world 
will be explored. Regional Geography of the 
World edited by Wheeler, Kostbade, and Tho- 
man will be the basic text. Evaluation will be 
based upon completion of a series of short 
"problem papers", periodic discussions with the 
sponsoring professor, and a final oral examina- 


LFR 423 Nineteenth Century French 
Literature Prof. Rejane Genz 

The purpose of this course is to study the works 
of the most important novelists and poets of that 
period, including Balzac, Stendhal, Flaubert, 
Zola, Baudelaire, Rimbaud, Mallarme. Evalua- 
tion will be based on a journal and on class parti- 
cipation. Prerequisite: Normally three years of 
college-level French or the equivalent. How- 
ever, any student who has a good reading 
knowledge of French is eligible. Offered in 
1978-79, then in alternate years. 

CAS 284 French Area Studies 

Profs. Henry, Rejane Genz 

For description, see AREA STUDIES. 

A student who wishes to major in German lan- 
guage and literature must complete eight 
courses in that subject beyond elementary Ger- 
man; one of these courses should be German 
Area Studies. The student must also complete a 
reading list of major German authors or works 
not covered by course offerings. Study abroad 
is strongly recommended. In addition, a con- 
centration in Germanic Area Studies may be 
planned with the appropriate faculty member. 

CGR 110 (Modes of Learning) 

CGR 102 German Conversation through 

Film I, II Prof. Kenneth Keeton 

Elementary German conversation presents the 
language through filmed situations which are 
then discussed by two methods: patterning and 
grammatical analysis. The student will choose 
the method appropriate to his need and learn- 
ing habits. Satisfactory completion should enable 



the student to function in a German-speaking 
country and pursue further study of the lan- 
guage and literature. Films are supplemented by 
interesting, but elementary, reading material. 
Work to be submitted for evaluation: regular 
quizzes and a final oral/written exam. Prereq- 
uisite for CGR 102 is CGR 110 or the equivalent. 

CGR 150/151 (Directed Study) 
Programmed Elementary German I. II 

Prof. Kenneth Keeton 

A programmed course which allows the good 
student (good in the sense of language aptitude) 
to move at his own pace. Content involves both 
grammar and speech. Text and tapes: Pro- 
grammed German, edited by K. Keeton. Work 
to be submitted for evaluation: weekly quizzes; 
final oral and written exam. 

CGR 201/202 Intermediate German 
Through Film III, IV Prof. Kenneth Keeton 

This program consists of 26 filmed episodes. It 
provides the basis for a structural study of the 
language and continued development of basic 
skills through the active use of German in class 
discussion. The films, which were produced in 
Germany, offer a valuable introduction to 
German culture and life-styles, in addition to 
native language models. Evaluation is based on 
regular class participation, oral and written 
assignments, and quizzes. Prerequisites: CGR 
110/102 or the equivalent for CGR 201; CGR 201 
for CGR 202. 

CGR 301 Introduction to German Literature 

Prof. Kenneth Keeton 

The course will introduce the student to three 
Nobel prize winners: Thomas Mann, Hermann 
Hesse, and Heinrich Boll. Selected short works 
by each of these writers will be read and dis- 
cussed in German to gain insight into pre- and 
post-World War II literature. Evaluation is based 
on class participation in discussion, written and 
oral reports, and an in-depth study of one of the 
authors. Prerequisites: CGR 202 or equivalent. 

CGR 350 (Directed Study) 

German Phonetics Prof. Kenneth Keeton 

This is directed study through text and tapes by 
native speakers. Students learn phonetic alpha- 
bet, speech patterning, and inflection of High 
German through written and oral example. The 
final exam consists of both oral and written 
transcription from Roman script to phonetics 
and from phonetic to Roman. This course is 
required of future teachers of German. W. Kuhl- 
mann, German Pronunciation, translated and 

edited by D. Nichols and K. Keeton, will be the 

CGR/CLI 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

This directed study includes the major short 
stories, the three novels, and the two volumes of 
diaries of Franz Kafka. Additional reading in- 
cludes biographical material and selective criti- 
cal readings. The course may be taken in either 
German or English. Weekly discussions are 
recommended though the syllabus contains 
assignments that may be submitted in writing. 
These weekly assignments plus a major term 
paper determine the grade. There are no pre- 
requisites for English; German students should 
have advanced standing. 


Please see CLASSICS 


CHE 101/102 Introduction to Modern 
Hebrew Rabbi Morris Chapman 

This is an introductory course in conversation, 
reading, composition, and grammar. All lessons 
are designed to give students growing skills in 
comprehending written and oral Hebrew. Cri- 
teria for evaluation include class participation, 
written assignments, and oral expression. Texts: 
Blumberg and Lewittes, Modern Hebrew, Book 1; 
M. Ron, Shah-ahr L'lvrit, Book I. 

CHE 201/202 Intermediate Modern 
Hebrew Rabbi Morris Chapman 

A more intensive approach to conversational 
Hebrew and an appreciation of Jewish concepts. 
Special attention will be given to individual 
needs. Criteria for evaluation include class par- 
ticipation, written assignments and oral expres- 
sion. Texts: Blumberg and Lewittes, Modern 
Hebrew, Book II; M. Ron, Shah-ahr L'lvrit, Book 
II. Prerequisite: CHE 102 or permission of 

CHE 301 /302 Advanced Modern Hebrew 

Rabbi Morris Chapman 

An in-depth study of the fine points of Hebrew 
grammar and idiomatic oral expression. Empha- 
sis will be placed on the individual's special area 
or interest. Criteria for evaluation include class 
participation, written assignments and oral 

expression. Texts: Blumberg and Lewittes, 
Select Readings in Hebrew Literature; M. Ron, 
Shah-ahr L'lvrit, Book III. Prerequisite: CHE 202 
or permission of the instructor. 


The requirements of a major in history are com- 
petence in United States history, European his- 
tory, and one additional field of history, to be 
determined by written comprehensive examina- 
tion in the Senior year. The level of competence 
in each field is the equivalent of three courses in 
the field. In addition, students will be required 
to demonstrate competence in historiographical 
skills and knowledge, to be determined by oral 

LHM11 (Modes of Learning) 

The Nature of History: World War II 

Prof. William Wilbur 

This course is an introduction to the kinds of 
questions historians ask, and the materials they 
utilize. The specific topic for historical investiga- 
tion may change from year to year. For 1978-79 
the course will focus on the era of World War II. 
A wide variety of historical approaches will be 
included, as will some of the philosophical 
issues raised in historical inquiry. Its purpose is 
to encourage critical thinking and the growth of 
historical understanding through an analysis of 
the era of World War II. Various aspects of the 
origins, course and consequences of the war will 
be dealt with through readings, discussions, lec- 
tures, and film. The approach will be selective, 
focusing on certain important historical prob- 
lems, rather than a general coverage of the war. 
Readings will be drawn from selected paper- 
backs. Evaluation will be based upon class par- 
ticipation and three short papers on topics 
handed out in class. 

LH1 112 (Modes of Learning) 
Problems in American Civilization 

Prof. William McKee 

This course will examine several historical devel- 
opments that have been important in shaping 
contemporary American civilization: Puritanism 
and the American character, racism from planta- 
tion to ghetto, immigration and the myth of the 
melting pot, feminism and the myth of the 
American woman, imperialism and the mission 
of America, capitalism and the welfare state, and 
the American dream and the future. As a modes 
of learning course, it will develop the skills of 
analysis, criticism, and evaluation involved in 
historical explanation and the application of 

historical knowledge to current problems. Read- 
ings will be from both primary and secondary 
historical sources, and will include controversial 
interpretations. Criteria for evaluation will 
include participation in discussion, student 
reports, brief papers, and a research paper. 

CH1 113 (Modes of Learning) 
Revolutions in the Modern World 

Prof. William Parsons 

Students will examine revolution in the modern 
world from three perspectives: revolution as an 
idiographic phenomenon with an in-depth 
examination of the French and Russian Revolu- 
tions; revolution as a comparative study, based 
on Brinton's Anatomy of Revolution; and revo- 
lutionary leadership, with particular emphasis 
on Mao Tse-Tung's role in the Chinese revolu- 
tion. Students will write three short papers 
(two-three pages) analyzing and evaluating the 
assigned readings and topics, and they will write 
one medium length research paper (eight- 
twelve pages) on a revolution, or some aspect of 
revolution not dealt with by the entire class. In 
addition to the above papers, evaluation will be 
based on participation in discussion and two 
hour exams. Offered in 1979-80, then in alter- 
nate years. 

CH1 114 (Modes of Learning) Global History 

Prof. William Parsons 

This course provides an overview of the history 
of mankind from the emergency of the major 
Eurasian civilizations to the present. Several 
organizing principles which seek to make sense 
of human history will be examined, but the 
general framework for this course will be the 
principle of cultural diffusion and the inter- 
action of cultures as developed by historian 
William McNeill. A major focus of the course 
will be the reasons for the rise of the West and 
the interaction of Western ideas and institutions 
with the rest of the world since 1500. Evaluation 
will be based on the development of a variety of 
skills important for further work in history and 
area studies: participation in discussion based 
on critical reading of primary and secondary 
sources; one book review and one short re- 
search paper (10-12 pages); two hour examina- 
tions and a final. 

LH1 150 (Directed Study) 

Your Family in American History 

Prof. William McKee 

This directed study course will enable the stu- 
dent to study the history of his or her own family 
within the context of American history, relating 



it in particular to the development of American 
communities, the great migrations of peoples, 
the depression, and World War II. An effort will 
be made to examine the meaning of the Ameri- 
can Dream to the different generations. The 
student will do some background reading in 
recent American social history, and then will 
undertake to write a family history. The course 
will require some research in family records and 
interviews with family members, so it should be 
taken during a term when the student will be 
able to spend some time at home. Evaluation 
will be based upon a number of brief prelimin- 
ary papers, and a major paper on the history of 
your family in American history. 

LHI 223 History of the United States to 1877 

Prof. William McKee 

This course surveys the history of the United 
States from the colonial beginnings to the after- 
math of the Civil War. It will examine the 
colonial foundations of American society and 
culture, the American Revolution, the develop- 
ment of a democratic society, slavery, the Civil 
War, and Reconstruction. Emphasis will be 
placed on various interpretations of the Ameri- 
can experience. Students will be expected to 
read widely in the historical literature. Criteria 
for evaluation will include participation in dis- 
cussion, several short papers, a midterm exami- 
nation and a final examination. 

CHI 201 Europe in Transition: 1492-1815 

Prof. William Parsons 

The French Revolution and the Industrial Revo- 
lution changed dramatically European civiliza- 
tion, and the future course of world history. This 
course will examine this dual revolution, and its 
roots in the transition from the medieval world 
to the modern age with particular emphasis on 
the Age of Exploration and Expansion of Europe, 
the Protestant Reformation, and the Scientific 
and Intellectual Revolutions of the Enlighten- 
ment. Criteria for evaluation will include class 
participation, short papers, and two hour exams. 

LHI 202 The Foundations of Contemporary 
Europe: 1815-1945 Prof. William Wilbur 

This course focuses on European nationalism 
and liberalism, the industrial revolution, the rise 
of mass democracy, modern political parties, 
Marxism and class conflict, the nature of the 
"new" imperialism. World War I and its conse- 
quences, the Russian Revolution, the depres- 
sion, and the rise of totalitarian dictatorships. 
Intellectual developments such as Romanticism, 
Social Darwinism, existentialism, and Freudian 
psychology are examined in their historical 
context and evaluated for their impact on 
Western society. Basic reading from a selected 
text, with emphasis on using selected source 
materials, novels, plays, films, and recordings. 
Evaluation will be based on quality of participa- 
tion in class discussions, imaginative use of 
written and audio-visual materials in oral and 
written reports, mid-semester test and a final 
examination. Note: this course is one of a series 
of three, the other two being Europe in Forma- 
tion; Medieval and Renaissance and Europe in 
Transition: 1492-1815. 

LHI 224 History of the United States 

Since 1877 . Prof. William McKee 

This course will survey the transformation of the 
United States during the last century from an 
agrarian to an industrial nation. It will examine 
the impact of the industrial revolution, urban- 
ization, the rise to world power, the maturing of 
American capitalism, the New Deal, world war 
and cold war, and recent developments in 
American society. Emphasis will be placed on 
social and cultural developments as well as 
political and economic history. Students will be 
expected to read widely in the history of the 
period. Criteria for evaluation will include parti- 
cipation in discussion, several short papers, a 
midterm examination, and a final examination. 

CHI 241 The Rise of Russia 

Prof. William Parsons 

This course will examine the evolution of the 
Russian state and society from the origins of the 
Kievan state in the ninth century to 1801. Empha- 
sis will be placed on the importance of external 
factors (Byzantium, the Mongol Invasion, con- 
flicts with Germans, Poles, and Swedes, and the 
influence of the West) on the development of a 
uniquely Russian civilization. The basic reading 
for this course is Riasanovsky, A History of 
Russia. In addition, selected primary sources, 
monographs, essays, and films will be used. A 
special effort will be made to examine the ways 
in which Russian and Soviet historians have 
interpreted their own past experience. Students 
will be evaluated on the basis of participation in 
class discussion, several short oral and written 
reports, and a final exam. Offered in 1979-80, 
then in alternate years. 

LHI 241 History of Modern Britain 
Since 1714 

LHI 251 (Directed Study) 

Prof. William Wilbur 

This course traces the development of modern 
Britain from the accession of the first Hanover- 
ian King, George I, to contemporary times. Dur- 
ing this period Britain spawned the Industrial 
Revolution, became the world's largest empire, 
developed the cabinet system of government, 
transformed its own society from an agrarian 
oligarchy to an industrial democracy, became a 
welfare state, and finally lost its imperial power. 
Assigned readings will be drawn from a basic 
text, source collections, and essays in historical 
interpretation. Evaluation will be based on the 
quality of participation in class discussions, short 
papers, a midterm and final examination. Pre- 
requisite: LHI 240 or permission of the instructor. 

examination at the end. CAS 282 is recor 
mended as a prerequisite. 

LHI 252 (Directed Study) History of London 

Prof. William Wilbur 

This is a course in urban history designed pri- 
marily for students in residence at the London 
Study Center. It focuses on London as the first 
truly modern city and offers the student insights 
into problems of urban history. Evaluation is 
based on the quality of a journal annotating 
visits to historical sites and museums, and obser- 
vations of London life; and a documented 
research paper focusing on some approved 
topic on London history and utilizing wherever 
possible maps, plans, architectural drawings and 
primary sources available at the Guildhall 

CHI 243 Cultural History of Russia 

Prof. William Parsons 

An examination of a succession of cultural 
epochs in Russian history, beginning with a brief 
look at the Kievan and the Muscovite Russia, 
and then studying Russian culture as part of the 
Europeanization process initiated by Peter the 
Great and his successors. The Golden Age of 
Russian culture in the nineteenth century will be 
examined. Finally, revolutionary culture and 
Soviet attitudes toward culture following the 
revolution will be studied. Textbooks, films, pri- 
mary source materials, and illustrated lectures 
will be used. The reading list will be available 
later. Evaluation: several short papers; final 
exam. No prerequisite, but open to Freshmen, 
only with permission of instructor. Offered in 
1978-79, then in alternate years. 

CHI 250 (Directed Study) Japanese 
Cultural History Prof. Gilbert Johnston 

This is a general introduction to Japanese cul- 
ture using an historical approach and going into 
considerably more detail than is possible in East 
Asian Area Studies. Different aspects of the cul- 
ture, including art, religion, literature, dominant 
values, and political structures, will be included. 
The course has the two-fold purpose of helping 
one come to an understanding of Japan and the 
Japanese as they are today and, at the same 
time, foster appreciation for unique values and 
cultural patterns of the past. Extensive biblio- 
graphical suggestions are provided with the 
course outline. The course is designed to be 
done on a semester basis and involves a series of 
brief bi-weekly papers and a longer paper or 

LHI 253 (Directed Study) 

United States History Prof. William McKee 

The purpose of this course shall be to study the 
historical development of a democratic civiliza- 
tion in the United States. Emphasis is placed 
upon social, economic, and political develop- 
ments which have been significant in shaping 
contemporary American society. Specific topics 
to be studied include the colonial foundations 
of American civilization, the American Revolu- 
tion, nineteenth-century democracy, slavery, 
Reconstruction, the Industrial Revolution, and 
the New Deal. Students will write a brief paper 
on each topic, based on assigned readings. 
There will be a final examination. 

LHI 281 History of Canada Since the 
French Settlement Prof. William Wilbur 

This course explores the process by which Can- 
ada has developed from a few scattered colonies 
into an independent nation based upon two 
predominant linguistic and cultural groups, 
French and English. Canadian history reveals 
fundamental differences from the American 
experience and these will be examined by 
focusing on the principal political, economic, 
social, religious and cultural forces which have 
shaped Canadian society. Class discussions will 
focus on readings from a basic textbook, se- 
lected source materials, and one or more novels. 
Films and other audio-visual materials will also 
be utilized. Evaluation is based on the quality of 
class discussion, oral and written reports, and a 
final examination. Offered in 1979-80, then in 

alternate years. 



LHI 322 The United States as a 

World Power Prof. William McKee 

This course will examine the role of the United 
States in world affairs in the twentieth century. 
In addition to surveying the history of American 
foreign policy, special stress will be placed upon 
various views of the proper role of the United 
States in the world: such as imperialism, inter- 
nationalism, isolationism, pacifism, collective 
security, "New Left" anti-imperialism, etc. We 
will examine the recent controversies over the 
origin and nature of the Cold War. The required 
texts will present contrasting "orthodox" and 
"New Left" interpretations. Students will write a 
term paper examining the views held by a signi- 
ficant American leader on the role of the United 
States in world affairs. Open to students with 
some previous work in American history or poli- 
tical science. Offered in 1978-79 and alternate 

LHI 345 American Social and Intellectual 
History I Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from the 
colonial period until 1865. The thought of Puri- 
tanism, the Enlightenment, and nineteenth cen- 
tury democracy will be studied in depth. Special 
attention will be paid to slavery and racism as 
contradictions to the prevailing democratic 
culture, and both pro-slavery and anti-slavery 
literature will be studied. This is an advanced 
level course in American history, and some pre- 
vious college work in American history will be 
assumed. Offered in 1979-80 and alternate years. 

LHI 348 The New Deal Prof. William McKee 

This is a seminar course on the era of the New 
Deal. Taking a broad look at America during the 
decade of the 1930's, it will attempt to assess the 
impact of the depression on American life and 
the contributions of the New Deal. It will exam- 
ine the thesis that the depression marked a 
major watershed in recent American history, 
and that the New Deal established the basis for 
the contemporary democratic consensus and 
the outlines of a liberal capitalist welfare state. 
Criteria for evaluation will include participation 
in discussion, brief papers based on the com- 
mon reading, and a major research paper or 
project. Not open to Freshmen. Offered in 1978- 
79 and alternate years. 

LHI 349 History and Appreciation of 
Modern Painting Prof. Keith Irwin 

This semester course covers the period in Euro- 
pean painting from Cezanne through World 

War II. The purposes of the course are to pro- 
vide the student with a knowledge of the 
progress and fluctuations in the painting of the 
period and the relationships of this art with the 
larger events of the period; a knowledge of the 
various schools and institutional groupings of 
artists; an ability to analyze and appreciate a 
painting; familiarity with the lives and person- 
alities of the painters; and finally, the oppor- 
tunity to be enchanted. Freshmen and Sopho- 
mores may be admitted with the consent of the 

LHI 350 (Directed Study) History of the 

British Empire-Commonwealth Since 

1783 Prof. William Wilbur 

This course focuses on the "second" British 
Empire, the period since the loss of the British 
North American colonies in 1783, and aims to 
give some understanding of the causes, nature, 
and consequences of British imperial expansion 
in the nineteenth century and the reasons for 
the collapse of British power in the twentieth 
century. Evaluation will be based primarily upon 
four or five short written and oral research 
reports, plus a term paper on a problem selected 
by the student. A college course in modern 
European or British history is a prerequisite. 

LHI 351 (Directed Study) 

The Industrial Revolution in America 

Prof. William McKee 

The purpose of this course will be to examine 
the impact of the industrial revolution upon 
American life during the last three decades of 
the nineteenth century. It will examine the 
processes of industrial, economic, and social 
change which produced a transformation of 
American society during this period, and the 
reactions of Americans to these changes. Work 
to be submitted for evaluation will include at 
least eight papers based upon readings. This is 
an advanced history course and some previous 
work in American history is a prerequisite. 

LHI 352 (Directed Study) The Progressive 
Movement Prof. William McKee 

This course deals with the Progressive Move- 
ment — one of the great movements for reform 
in American history. Required readings will 
examine the following: the nature of progres- 
sivism as a political movement, presidential 
leadership in the Progressive Era, progressivism 
and the reform of society, and intellectual de- 
velopments in the Progressive Era. Approxi- 
mately ten books will be required. This is an 
advanced history course and previous work in 
American history or political science is required. 

LHI 446 American Social and Intellectual 
History II Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from 
1865 to the present. Emphasis will be placed 
upon the impact of Darwinism and industrialism 
on American thought, the Progressive Move- 
ment, and the crisis of liberal democracy in the 
twentieth century. Criteria for evaluation will 
include two hour tests, a term paper, and a final 
examination. This is an advanced level course in 
American history, and some previous college 
work in American history will be assumed. 
Offered in 1979-80 and alternate years. 

CVS 382 One World Prof. William Parsons 

This colloquium examines a variety of interna- 
tional organizations which unite people, special 
interest groups, and governments to meet the 
problems of an increasingly interdependent 
world. All students enrolled will examine the 
values inherent in the United Nations, the World 
Council of Churches, and the International 
Communist Movement through readings, dis- 
cussions, and one short research paper. Students 
will also select an additional international organ- 
ization to research independently, and they will 
report their findings to the class in oral and 
written presentations. 

LVS 201 Western Civilization 

Profs. James Matthews, Peter Pav, 
William Wilbur 

Who are we? Where did we come from? Where 
might we be going? What is civilization? Is a civ- 
ilization described only in terms of its "high 
culture"? Are we currently civilized, or is West- 
ern civilization grinding to a well-deserved halt? 
We will attempt to answer such questions in this 
course, taking, as an example of a definition of 
civilization, Kenneth Clark's film series "Civili- 
sation." We will use the paperback of his scripts 
as a text, along with key cultural documents 
from the eleventh to the twentieth century. This 
Values Sequence colloquium is intended to help 
initiate Sophomore students into the Collegium 
of Letters, but is open to all upper division stu- 
dents. Students will be evaluated on six short 
papers, a midterm and final examination. 

LVS 306 American Myths 

Prof. William McKee 

Social myths are dramatic images that express a 
people's concepts of what they are or hope to 
be. American history and culture are full of 
myths, which are important in shaping Amer- 
icans' understanding of their identity and their 
history. This course will examine a number of 
myths that have run through American history, 
literature, and religion. Students will be encour- 
aged to study myths in the American past, and 
their persistence in American culture. Among 
the books that will be used for common reading 
are: Henry Nash Smith, Virgin Land; John Wil- 
liam Ward, Andrew Jackson, Symbol for an Age. 
Students will be expected to define topics for 
individual research in the role of myth in Amer- 
ican history and culture. Evaluation will be 
based upon participation in discussion, a major 
term paper, and a final examination. 


An interdisciplinary major designed to prepare 
students for graduate work and/or paraprofes- 
sional careers in the helping relations. It has a 
core course program of Introduction to Human 
Resources, Developmental or Adolescent Psy- 
chology, Statistics, Introduction to Psychology 
or Psychology of Personality, Introduction to 
Sociology or Racial and Cultural Minorities, The 
Managerial Enterprise or Managerial Economics, 
Clinical and Counseling Psychology or Behavior 
Disorders or Psychometrics, and Group Process 
or Organizational Behavior. Also required are a 
practicum or internship, work in the creative 
and expressive fields, a winter term in the area 
and a Senior project, thesis or comprehensive 
examination. Students in this major choose in 
the Junior year one of the following tracks for 
emphasis: drug abuse counseling, youth serv- 
ices, mental health, leisure studies and com- 
munity recreation, or humanistic studies. 

AHR 201 Introduction to Human Resources 

Prof. Thomas West 

This course serves as introduction into the 
Human Resources major. Its interdisciplinary 
and experiential approach presents the broad 
field of helping relations within the framework 
of needs arising at crisis or passage points in the 
lives of individuals. How individual needs and 
community /family support systems mesh are 
explored theoretically and experientially. Basic 
intervention approaches in the helping relations 
are mastered — such as interviewing, first level 
counseling, perceptions of problems, support 
programs, value orientation, and the intuitive 
and analytical approach to problem solving. 
Field trips and guest speakers introduce the 
tracks in the Human Resources major — namely 
youth services, drug abuse counseling, mental 


health, leisure and recreation studies, geren- 
tology/applied sociology and humanistic psy- 
chology. Texts used are Identity: Youth and 
Crisis by Erik Erikson, Passages by Gail Sheehy, 
Life-Span Developmental Psychology by Nancy 
Datan and Leon Ginsberg, and At A Journal 
Workshop by Ira Progoff. Evaluation is based on 
field trip reports, class participation in role play- 
ing experiences, an Ira Progoff journal and a 
final paper integrating theory of development 
with the study of self and others. 

AHR 302 Community Mental Health 

Prof. Kirk Stokes 

This course will explore the theory, practice and 
evaluative procedures dealing with community 
mental health. Eckerd College will be viewed as 
a microcosm of a civic community and will be 
studied in depth in respect to the factors con- 
tributing or detrimental to mental health. 
Studies will be made of community systems 
which interact with a mental health program, 
such as "power" forces, courts, medical services, 
housing, security, education, and recreation. 
Treatment modalities, such as alternatives to 
hospitalization (day care, outpatient treatment, 
halfway houses, foster homes, supervised apart- 
ments) will be investigated in the larger com- 
munity, using a NIMH model. Texts will be 
announced later. Student evaluation will be 
based on several critique papers, a depth study 
of a mental health system, participation in a class 
project and a final examination. Prerequisites 
are Introduction to Psychology or Introduction 
to Human Resources and Introduction to Clini- 
cal and Counseling Psychology and permission 
of instructor. Class limit of 12. 

AHR/APS 308 Introduction to Clinical and 
Counseling Psychology Prof. Thomas West 

This course will deal with personality theory, 
focusing particularly on the counseling process 
itself. Topics to be examined are general per- 
spective, overview of theoretical foundations, 
the processes of counseling and therapy, and 
special areas of application. Text will be Modern 
Clinical Psychology by Sheldon Korchin. Out- 
side readings from selected sources in books 
and journals will be assigned. Evaluation will be 
based on participation in one panel presenta- 
tion, role playing in two counseling sessions, an 
annotated bibliography of the readings done 
during the course, a short paper on a specific 
topic of the student's choice directly related to 
counseling or clinical psychology, and a final 
exam. Prerequisites: one previous course in 
psychology and Junior or Senior standing. 

AHR/APS 309 Behavior Disorders 

Prof. Thomas West 

Any student planning a career in a helping pro- 
fession would profit by knowledge and sensi- 
tivity in the dynamics of behavior. This course 
will explore, in depth, this area of inquiry with 
special attention being placed on behavior 
judged by society to be abnormal, disordered or 
unacceptable. We will approach this field from 
various models: the traditional or medical 
model; the learning theory model; and the 
humanistic growth model. Field trips, outside 
speakers, and films will be included. Required 
reading will consist of CRM Books; Abnormal 
Psychology: Current Perspectives, 2nd Ed.; other 
articles. Pamphlets and print-outs will be added. 
Evaluation will be based on a midterm and a 
final examination and a term project. Prerequi- 
sites are introductory psychology and Junior or 
Senior standing. Course in personality theory, 
counseling and psychometrics are strongly rec- 

AHR 401 Internship in Human Resources 


This internship will focus on the helping rela- 
tionship in such areas as mental health, leisure 
and recreation, drug abuse counseling and 
youth services. It is designed to place a student 
in an intensive and structured field based learn- 
ing experience. The objectives are to help the 
student relate theory and practice in helping 
relationships, provide constructive and system- 
atic feedback to students as they acquire a 
variety of helping skills, acquire a working 
knowledge of the professional world. Adequate 
supervision will be provided for all students by 
the site staff in cooperation with a faculty mem- 
ber of Eckerd College. The internship will 
involve an orientation program as well as peri- 
odic on-campus seminars. Each student will be 
given an individual needs assessment to person- 
alize the learning experience as much as pos- 
sible. Students will be required to keep a Progoff 
journal. In addition, a weekly review of all con- 
tracted goals and objectives will be held. Addi- 
tional assignments and supplemental reading 
will be negotiated with the instructor and site 
personnel. A final integrative paper will be 
required. Students will participate in the work 
experience for approximately 280 clock hours. 
Prerequisite: permission of instructor. 

AVS 386 Ethical issues and the Helping 
Professions Chaplain David Cozad 

The subject will be approached in terms of the 
broad societal setting of the helping profes- 

sions. Personal and professional ethics will be 
viewed as an extension of social ethics. Initial 
focus will be on three issues; the socio-eco- 
nomic milieu of the future; the balance of indi- 
vidual rights and societal rights; and the ques- 
tion of social control vs. individual freedom. At 
an intermediate level, the concepts of social 
justice, planning and policy will be examined. 
No text will be used; required readings will be 
drawn from a variety of sources. Evaluation will 
be based on class participation, position papers, 
and a term paper. 


A student may graduate from Eckerd College 
with a humanities major by taking (1) Western 
Civilization, and either Human Nature or West- 
ern Myths; (2) five courses in literature, includ- 
ing one literary studies, two courses in a geo- 
graphical area (e.g., American, British), and one 
literary genre course; and (3) five additional 
courses related by some principle of area, topic, 
or period to the work in literature. This program 
must be approved during the junior year by a 
three person faculty committee representing 
the disciplines involved in (2) and (3) above. 


CJA 150/151 (Directed Study) Beginning 
Japanese I, II Prof. Gilbert Johnston 

This course makes use of taped dialogues and 
drills to guide the beginning student through 
imitation of native speakers. Memorization of 
typical sentence patterns and brief dialogues 
will be supplemented by weekly drill and testing 
sessions. The text is Jorden, Eleanor H., Beginning 
Japanese, Parts 1 and 2. Evaluation will be based 
on progress made in the seven scheduled con- 
ferences; and there will be two exams, oral and 


Please see CLASSICS. 


ALR 111 (Modes of Learning) 
Leisure Services in Community 


Designed as a survey experience, this course 
introduces the student to many different kinds 

of leisure service programs found in American 
communities. These include leisure services for 
the aging, the handicapped, colleges, munici- 
palities, hospitals and other leisure programs 
offered by voluntary, commercial and social 
service organizations. The course focuses on 
four main areas: a literary study of the philoso- 
phy, purpose and need for recreation; investiga- 
tion of the different classifications of leisure 
services in our community; observation of a 
broad variety of these services; and actual assist- 
ance to and participation in some of these pro- 
grams. This study not only gives the students a 
clearer understanding of leisure and leisure 
services, but serves as a screening device where- 
by they may determine if they wish to pursue 
the Leisure/Recreation Studies Concentration. 
Texts will be Leisure Services, 5th edition by 
Sessoms, Meyers, and Brighthill. Evaluation will 
be based on class participation, community 
experience, participation, journal, readings, 
project paper and final examination. 

ALR 270 Leisure Services Concepts Staff 

This course provides the student with a basic 
understanding and appreciation of the values 
and attitudes toward leisure and recreation. It 
gives the student a broad introduction to the 
field of leisure placing emphasis on such varied 
topics as the work ethic, leisure defined, play 
theories, organized recreation and social forces 
affecting leisure and recreation today. It is 
intended to help the student develop and put 
into operation his own concept of leisure and 
recreation. Texts will be Concepts of Leisure by 
Murphy and Leisure — Theory and Policy by 
Kaplan. Evaluation will be based on reports, 
projects, readings, unit examinations and term 
paper. Prerequisite is ALR 111. 

ALR 370 Leisure Services Programming and 
Leadership Staff 

In this course students will study Leisure Services 
programming principles, planning objectives, 
purposes and types of activities and program 
evaluation. Equal importance will be placed on 
the dynamics of recreation leadership, princi- 
ples and practices of leadership in the Leisure 
Services and techniques and methods of leading 
recreational activities. The text will be Recrea- 
tion Today — Program Planning and Leadership 
by Kraus. Evaluation will be based on reports, 
program planning, leadership skills, examina- 
tion, leadership projects. Prerequisite is ALR 111. 



ALR 475/476 Leisure Service Internship 


This course is for Junior and Senior Leisure Serv- 
ices majors, it gives them the opportunity to 
work as interns in one of the many St. Peters- 
burg agencies. The student chooses the project 
that most nearly suits his future career plans. 
Some of the intern projects are geriatric, recrea- 
tion for the handicapped, municipal recreation, 
hospital recreation. Weekly on-campus sem- 
inars are held to discuss experience and assign- 
ments. The text that the student uses depends 
on the group he interns with. Evaluation will be 
based on supervisor's evaluation, journal, case 
studies, reports and final examination. Prerequi- 
sites are all other ALR courses. 
(See HUMAN RESOURCES major description.) 


Students majoring in literature must take a mini- 
mum of eight literature courses. They will work 
out their schedules with their Mentors, accord- 
ing to individual needs. Literature majors must 
successfully pass a Senior comprehensive exami- 
nation, covering in survey fashion English and 
American literature plus some methodological 
application; course selections should be made 
with this in mind. Special topics constitute an 
essential core of the literature program, provid- 
ing discipline and focus on specialized areas 
which prepare students for the depth and clarity 
of study required for graduate school or a 
serious career in literature. Specific titles vary, 
depending on student interest, contemporary 
issues, and faculty research. In exceptional 
cases, students who have established their pro- 
ficiency in literature may be invited to write a 
Senior thesis on a subject of their choice, in 
place of the comprehensive examination. 

AL1 110 (Modes of Learning) 

Literary Studies Prof. Richard Mathews 

This is an introduction to the various literary 
genres with concentration on literary modes of 
learning. We will examine novels, an anthology 
of poetry, and a book of short stories. The class 
will approach these works stylistically as well 
as thematically. Consideration will be given to 
the medium of the printed word and the visual 
structures of literature, including some concrete 
poetry and experimental contemporary works. 
Texts will be announced. Evaluation will be 
based on class participation and three analytical 
papers (each on a different genre). 

ALI 111 (Modes of Learning) 

Literary Studies Staff 

This is an introduction of the various literary 
genres with concentrations on certain novels, 
e.g., Gide's The Counterfeiters, Kafka's The 
Castle, an anthology of poetry, and a book of 
short stories. The class will approach these works 
stylistically as well as thematically. Students will 
be evaluated on the basis of class participation 
and three analytical papers (each on a different 

LL1 113 (Modes of Learning) 
Literary Studies: Comparative 

Prof. Howard Carter 

This section of Literary Studies will emphasize 
the comparative nature of studying literature. 
We will seek to develop skills of perception, 
analysis, and evaluation through reading, discus- 
sing, writing, and thinking. By taking a wide 
view of literature — chronologically, geographic- 
ally, and interdisciplinarily — we hope to under- 
stand why it is important to humans and how it 
relates to many aspects of life and thought. 
Students will be evaluated on class discussion 
and preparation, two short papers, one longer 
literary study, and a final exercise. 

CLI 232 Nineteenth Century Russian Novel 


Russian writers in the nineteenth century pro- 
duced many great novels culminating in the 
world masterpieces of Tolstoy and Dostoevsky. 
This course will examine representative works of 
this great tradition including the following: Ler- 
montov. Hero of Our Time; Gogol, Dead Souls; 
Goncharov, Oblomov; Turgenev, Fathers and 
Sons; Tolstoy, Anna Karenina, and Dostoevsky, 
Crime and Punishment. Two papers will be re- 
quired: an analysis of a Russian novel not dis- 
cussed in class, and a more general treatment of 
two or more of the novels discussed in class. 
Evaluation will be based on papers and partici- 
pation in discussion. Offered in 1978-79, then in 
alternate years. 

LLI 233 Introduction to Canadian Literature 

Prof. Julienne Empric 

Although in this course we will sample the work 
of the most important Canadian authors to date, 
our focus will be mostly upon modern and con- 
temporary examples of poetry, drama and fic- 
tion. Each student will be expected to identify a 
theme of particular interest (for instance, "the 
land" or "the search for identity," or "the 
woman figure" in Canadian literature), and to 
investigate this theme in three short papers. 

Besides this, each student will be expected to 
participate in class discussion and to take the 
final examination. Offered in 1978-79, then in 
alternate years. 

LLI 235 An Introduction to Shakespeare: 
Motley, Murder, and Myrrh 

Prof, julienne Empric 

This course will offer an introduction to Shakes- 
peare through a sampling of each of his genres 
— poetry, comedy, tragedy, history, and ro- 
mance. The focus will be dual: to develop a 
capacity to appreciate and evaluate Shakes- 
peare's writings, and to enable the student to 
sense characteristic distinctions among the 
various genres in which Shakespeare worked. 
Each student will be responsible for participa- 
tion in class discussion, a project-presentation of 
a portion of one of the plays, and two brief 
papers. There will be a final examination. The 
course is offered to all interested students, 
regardless of major or level of study. Offered in 
1978-79, then in alternate years. 

LLI 238 English Literature: Middle Ages to 
Eighteenth Century Prof. James Matthews 

This is a general survey of British literature from 
Beowulf to Blake, with emphasis both on histori- 
cal traditions and outstanding individual artists. 
Readings from The Oxford Anthology of English 
Literature, Vol. I, will provide the material for 
class discussion and writing. A series of short 
papers (for class sharing), a midterm and a final 
exam will constitute the basis of evaluation. 
Offered in 1979-80, then in alternate years. 

LLI 239 English Literature: 1800 to Present 

Prof. James Matthews 

This is a general survey of British literature from 
Blake to Beckett, with emphasis both on histori- 
cal tradition and outstanding individual artists. 
Readings from The Oxford Anthology of English 
Literature, Vol. II, will provide the material for 
class discussion and writing. A series of short 
papers (for class sharing), a midterm and a final 
exam will constitute the basis for evaluation. 
Offered in 1978-79, then in alternate years. 

LLI 250 (Directed Study) Shakespeare: The 
Forms of his Art Prof, julienne Empric 

This course is an introduction to Shakespeare 
through a sampling of each of his genres: 
poetry, comedy, tragedy, history, romance. The 
focus is dual; to develop a capacity to appreciate 
and evaluate Shakespeare's writings, and to 
enable the student to sense characteristic dis- 
tinctions among the genres. Readings will be 

chosen by the student: eight plays from Shakes- 
peare's major "periods" and any two others. 
Critical readings should supplement primary 
material, and the Signet or Arden editions are 
recommended. Students are expected to use to 
advantage available recordings and productions. 
Evaluation will be based on a journal containing 
twelve paper-like short essays: one on each of 
the ten selected works, one on background, one 
a final synthesis. Inclusion of personal reactions 
and notes is encouraged. 

LLI 251 (Directed Study) Literature and the 
Process of Self-Discovery 

Prof. James Matthews 

This course of study is primarily a process of 
reading without teachers. It is designed to give 
you as much freedom as possible to develop 
potential paths of reading interest, while offer- 
ing some initial suggestions and directions, 
some pertinent questions, and some usable 
critical tools. The syllabus for this directed 
course of study offers only guidelines and struc- 
tures. The only required books are Peter Elbow, 
Writing Without Teachers, and David Daiches, 
The Study of Literature, both of which are meant 
to be used as handbooks or reference points. 

ALI 252 (Directed Study) English Fantasy 
Literature Prof. Richard Mathews 

This is a survey of major writers in English fantasy 
and science fiction literature. The course begins 
with a reading of one novel by William Morris as 
an introduction to the fantasy genre, and a novel 
by H. G. Wells to introduce science fiction. Stu- 
dents will then select additional reading from a 
recommended bibliography. The texts will be 
selected from a bibliography of nineteenth and 
twentieth century works. Evaluation will be 
based on ten letters critically examining key 
issues in the books plus a project of the student's 

LLI 252/352 (Directed Study) 
American Fiction: 1950 to the Present, 
introduction (I); Further Readings (11) 

Prof. Howard Carter 

The purpose of these courses is to allow students 
to read as widely as possible in recent and con- 
temporary American fiction. A student who has 
done little reading in this area should take the 
first course. Introduction to American Fiction: 
1950 to the Present, for which there is a specific 
reading list of such authors as Barth, Brautigan, 
Hawkes, Kerouac, Kosinski, McGuane, Nabo- 
kov, Oates, Updike, Didion, Plath, Parent, Bald- 
win, Ellison, Wright, and so on. A student with 



some acquaintance with most of these should 
take the second course, Further Readings in 
American Fiction: 1950 to the Present, for which 
there is an extensive bibliography in the syllabus. 

LLI 253/353 (Directed Study) 
Twentieth Century European Fiction I, II 

Prof. Howard Carter 

This course invites you to read widely in the best 
of European fiction since the turn of the cen- 
tury. We will read twelve or so novels selective 
of movements, representing various countries, 
the dominant literary movements, the most 
influential authors, such as Proust, Gide, Sartre, 
Camus, Mann, Kafka, Grass, Hesse, Moravia, 
Calvino, Vesaas, Solzhenitsyn, and Konrad. For 
each novel, students will prepare a reflective set 
of notes (one single-spaced typewritten page, or 
the equivalent). Evaluation will be on these 
notes, class discussion, a final synthetic exercise. 
A student who reads a foreign language and 
who wishes to read one or more novels in the 
original language may negotiate with the 
instructor for fewer or shorter novels. Prerequi- 
site one college-level literature course. 

ALI 302 Southern Literature 

Prof. Richard Mathews 

This is a study of 20th century Southern writing, 
mainly the novel, but also poetry and theatre. 
We will study the works as separate examples of 
literature, but also attempt to isolate what is 
common and "Southern" among them. Tenta- 
tive bibliography: Carson McCullers' The Ballad 
of the Sad Cafe, Flannery O'Connor's Three, R. P. 
Warren's All The King's Men, Faulkner's Light in 
August, Walker Percy's The Last Gentleman, 
Reynolds Price's A Long and Happy Life, plus 
short stories by Eudora Welty and Katherine Ann 
Porter, poems by Ransom, Tate, Warren, Dab- 
ney Stuart, and others; and plays by Tennessee 
Williams. Students will be evaluated on one 
paper and a final examination, plus helpfulness 
in class discussion. 

ALI 325 Victorian Poetry and Prose 

Prof. Richard Mathews 

A study of the major Victorian writers who 
helped to shape the literature and form the taste 
of the twentieth century. Considerable focus 
will be placed on the major poets, particularly 
Tennyson, Browning, Arnold and Yeats. We will 
read important essays by Carlyle, Ruskin, Pater 
and Morris, and discuss the importance of the 
Pre-Raphaelites. Text is Victorian Prose and 
Poetry, Ed. by Lionel Trilling and Harold Bloom. 
Students will be evaluated on class contribu- 
tions, one paper, and a final exam. Prerequisite: 
at least one course in literature. 

LLI 326 Medieval and Renaissance Poetry 

Prof. Julienne Empric 

A survey of the major forms and authors of the 
poetry of fourteenth and seventeenth cen- 
tury England. We will read Chaucer, Spenser, 
Shakespeare, Sydney, Donne, Jonson; we will 
study and write examples of Medieval and Ren- 
aissance lyric, sonnet, epigram, ballad, and verse 
drama. Specific texts will be announced. Each 
student will be expected to submit one short 
paper, and one research paper. There will be a 
final examination. Offered in 1978-79, then in 
alternate years. 

LLI 332 Literature and the Erotic 

Prof. Howard Carter 

Among the many themes and subjects of litera- 
ture, the erotic is one of the most interesting 
and controversial. Taking a selection of exam- 
ples from different times and places (such as the 
Song of Songs, Sappho's poetry, Tristan and 
Iseult, Mme. Bovary, The Awakening, and a 
handful of modern writing, including Philip 
Roth's The Professor of Desire), we shall try to 
understand how the erotic works in fiction, and 
how fiction may influence our view of the 
erotic. We shall consider the strait-jacket of 
courtly love versus more liberated views, for 
example. Evaluation will be on short papers, a 
long paper on a topic of the student's choice, 
and a final. Limit 50. 

CLI 304 The Novels of Hermann Hesse 

Prof. Kenneth Keeton 

This course will focus on the novels of Hermann 
Hesse in translation. Class discussion will be led 
by students, and individual students will act as 
resource persons for a particular novel. A final 
term paper that must be comparative in nature 
and/or a "take-home" final exam will be the 
criteria for evaluation. 

LLI 336 Nineteenth Century American 
Fiction Prof. Howard Carter 

We shall read the best of the times, such as 
Thoreau's Walden, Poe's tales, Hawthorne's 
romances, Melville's Moby Dick, and work by 
Twain, James, Bierce, and Norris. We shall sup- 
plement with readings (partially by student 
choice) from such as Irving, Cooper, Frederic, 
London, Harte, Eggleston, Crane, Chopin, etc. 
Students will be evaluated on class participation. 

several short papers, one longer paper, and a 
final exam. 

LLI 338 Twentieth Century British and 
American Drama Prof. Julienne Empric 

Various forms of twentieth century English- 
speaking drama range from the well-made play 
to the episodic, the "silent," and the poetic 
drama. The course will include representative 
twentieth century dramatic forms — works by 
O'Neill, Williams, Miller, Eliot, Osborne, Pinter, 
Beckett, Arden and Stoppard. We will study the 
influences which helped to shape modern 
drama, and investigate solutions proffered by 
the different dramatists to the problem of lan- 
guage as communication in the twentieth cen- 
tury. Evaluation to be based on class participa- 
tion, two papers, and a final examination. 
Offered in 1978-79, then in alternate years. 

LLI 350 (Directed Study) James Joyce, 

Irish Writer Prof. James Matthiews 

This directed course of study is designed to read 
Joyce's work with an eye to the Irish culture — 
especially Dublin, Joyce's home city. The pri- 
mary readings are The Dubliners, A Portrait of 
the Artist as a Young Man, Exiles, and Ulysses. 
Other required readings include Richard Kain, 
Dublin in the Time of Yeats and Joyce, and Hugh 
Kenner, Dublin's Joyce. Four papers will be re- 
quired as basis of evaluation: a critical reflection 
of Irish culture in the early works, a research 
paper on some aspect of Irish culture, a creative 
imitation of one section of Ulysses, and a sub- 
stantial paper on the Irish flavor of Ulysses. 

CLI/CGR 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

For description see CGR/CLI 351 under German. 

LLI 361 Literary Criticism 

Prof. Howard Carter 

Criticism basically means judgment. Theories of 
literary criticism seek to understand how litera- 
ture affects readers, how literature relates to 
reality, how a writer should create art, what 
qualities a literary work should have. Through- 
out the Western tradition there are many dif- 
ferent discussions of these questions, and we 
shall read the most important of them by read- 
ing selectively from the Ancients (Plato, Aris- 
totle, Longinus), from Dante, Renaissance and 
Neo-Classical theorists, from Romantics (Words- 
worth, Coleridge, Shelley, Poe), and from nine- 
teenth century writers. The volume containing 
such materials is Smith and Parks, The Great 

Critics. In the second part of the course, we will 
see what is happening in 20th century criticism, 
surveying formalist, genre, archetypal, historical, 
and interdisciplinary criticism. Our text for this 
will be Handy and Westbrook, Twentieth- 
Century Criticism: The Major Statements. Eval- 
uation will be on a midterm and a final exam, 
two short papers (at least one using a literary 
work, a movie, or another cultural phenomenon 
to criticize), and class discussion. Prerequisites: 
One college-level literature course. Offered in 
1978-79, then in alternate years. 

ALI 403 American Fiction Since 1950 


We will be reading the best of American fiction 
since 1950, selecting from such authors as Barth, 
Brautigan, Hawkes, Kerouac, Kosinski, Mc- 
Guane, Nabokov, Oates, Updike, Didion, Plath, 
Parent, Baldwin, Ellison, Wright. Evaluation will 
be on class discussion, short papers and a final 

LLI 424 Modern British Fiction 

Prof. James Matthews 

This is an advanced seminar on the novels of 
Conrad, Lawrence, Woolf, Forster, and Fowles. 
Students in this seminar will participate in the 
second half of the general survey of English 
literature as discussion leaders. During the sep- 
arate seminar sessions work-in-progress on 
selected topics from modern British fiction will 
be presented and discussed. A major paper and 
class participation will constitute the basis of 
evaluation. Offered in 1978-79, then in alternate 

ALI 434 Romantic Poetry Staff 

A reading of the major romantic poets: Blake, 
Byron, Coleridge, Wordsworth, Sfielley, Keats. 
We will discuss the new consciousness of these 
major figures as revolutionary voices and as 
important influences on the poetry of the twen- 
tieth century. Methods of evaluation will be 
agreed upon by the class. Texts are to be an- 

CLI/CSP 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, M 

Prof. Pedro Trakas 

For description see CSP/CLI 450/451 under 

LVS 201 Western Civilization 

Profs. James Matthews, Peter Pav, 
William Wilbur 

For description see HISTORY. 


LVS 305 Woman as Metaphor: Investigating 
our Literary Heritage 

Prof. Julienne Empric 

From Biblical Eve and Rabbinical Lilith through 
Joan of Arc and Mary Hartman, woman has been 
encaptured in metaphors which seek to illus- 
trate some part of what it is to be human as well 
as the "other half." The witch, the bitch, the 
victim, the survivor, the shrew, the romantic, the 
doll have all been metaphors or representations 
for women. We will investigate the most signifi- 
cant of these in European, Canadian and Ameri- 
can literature, by exploring literary techniques, 
by attempting to understand moments in civili- 
zation in which a particular metaphor for 
woman embodies particular values choices, and 
by investigating the presence, absence or ambi- 
ence of metaphor(s) for woman in today's 
world. Evaluation will be based on the quality of 
reading, discussion, short papers, and final crea- 
tive synthesis. Offered in 1979-80, then in alter- 
nate years. 

AVS 385 Values in Modern British and 
American Poetry Staff 

This course will concentrate on the content in 
the poems of major American and British poets 
1900-1950, namely Robinson, Frost, Eliot, Pound, 
Yeats, Auden, Stevens, and Cummings. Students 
will read collections of these poets, will keep a 
journal, and be evaluated by the quality of the 
journal and their helpfulness in the class discus- 

AVS 387 Fantasy, Science Fiction, and 
Human Values Prof. Richard Mathews 

"Reason is the enumeration of quantities al- 
ready known; imagination is the perception of 
the value of those quantities," Shelley said in A 
Defense of Poetry. He argued that poets serve as 
prophets, since "they can foretell the form as 
surely as they foreknow the spirit of events." He 
could have been speaking of science fiction as it 
unites reason and imagination to examine con- 
troversial values questions raised by current and 
future technologies, political and social struc- 
tures, and religious and ethical systems. This 
course will consider works which, in Shelley's 
words, provide "the mirrors of the gigantic 
shadows which futurity casts upon the present." 
Texts will include books by Mary Shelley, H. G. 
Wells, Aldous Huxley, C. S. Lewis, Anthony Bur- 
gess, Ursula LeGuin, Joanna Russ, Brian Aldiss. 
Evaluation will be based on two short papers and 
a final examination. Prerequisites: Juniors and 


The all-college requirements for the manage- 
ment major are the same as those for students 
majoring in other disciplines except that the 
management major should select either the 
introduction to Psychology or Sociology as one 
of the modes of learning courses. Normally the 
management major will begin taking courses 
directly related to management in the Sopho- 
more/Junior year. The management core sub- 
jects are: The Managerial Enterprise, Account- 
ing Principles I, Statistics, and Microeconomics. 
Management students also take two of three area 
options in psychology, economics or sociology/ 
political science, plus a set of five to six skill area 
courses chosen from those related to the stu- 
dent's career plans. An internship, normally 
completed between the Junior and Senior years, 
is also a graduation requirement. 

BMN 250 (Directed Study) Personnel 
Management Prof. Bart Tebbs 

This course focuses on managing the human 
resources within an organization as a part of the 
total management system. The student will be 
introduced to the basic personnel processes. A 
text and workbook are required. Evaluation 
consists of seven objective tests on the major 
parts of the course, and completion of work- 
book assignments. Prerequisite: BMN 270 The 
Managerial Enterprise or permission of the 

BMN 270 The Managerial Enterprise 

Prof. Bart Tebbs 

This course is an introduction to the basic con- 
cepts, theories, and management styles used in 
contemporary management. The goals of the 
course are for the student to understand the 
importance of communication, motivation, 
planning, directing, controlling, and organizing 
in organizations with a job to be accomplished. 
Evaluation will be based on participation in the 
experiential exercises, midterm tests, and the 
completion of a learning assessment notebook. 
Texts will be announced. Prerequisite: Introduc- 
tion to Psychology or introduction to Sociology. 

BMN 350 (Directed Study) 
Management Group Process Practicum 

Prof. Bart Tebbs 

This course is designed for the Senior manage- 
ment major to provide him/her with experience 
in the theory and application of experiential 
management education techniques. The course 
is designed to provide selected students with 

experience using this educational method. A 
text and outside readings will be used. Students 
must arrange their schedules to be present when 
The Managerial Enterprise is being offered. Eval- 
uation consists of student and instructor eval- 
uations, and a library or evaluation research 
report. Prerequisites: BMN 270 The Managerial 
Enterprise and permission of the instructor. 

BMN 370 Organizational Behavior and 
Leadership Prof. Bart Tebbs 

This course is designed as an introduction to the 
study of behavior in organizations, it focuses on 
the interaction of the individual and the organi- 
zation in work situations. The goal is to provide 
the student with ways of looking at and under- 
standing behavior in organizations from the 
viewpoints of the industrial psychologist, man- 
agers, and individuals in the organization. A 
leadership workshop will be conducted as part 
of the course. The required reading includes 
text, book of readings, and a leadership work- 
book. Evaluation will be based on midterm 
tests, a project report, and completion of the 
leadership project. Prerequisites: junior or 
Senior standing, and completion of or concur- 
rent enrollment in BMN 270 The Managerial 

BMN 474 Group Leadership Practicum 

Prof. Bart Tebbs 

This course is a sequel to BMN 370 Organiza- 
tional Behavior and Leadership. The emphasis 
will be on applying the knowledge obtained 
from an intensive study of theoretically signifi- 
cant empirical research. Applications will be 
attempted both within classroom "laboratory" 
situations and in the "outside world." Texts and 
readings will be assigned. Evaluation will be 
based on class participation, midterm tests, and 
a project report. Prerequisites are Organiza- 
tional Behavior or Social Psychology and Junior 
or Senior standing. 

BVS 367 Management Theory and Practice 

Prof. Bart Tebbs 

The emphasis of this course will be on the role 
of values in managerial decision making. The 
course will begin with an analysis of perform- 
ance failure problems in relation to managerial 
assumptions. The second section of the course 
will include a discussion of individual responsi- 
bilities to the organization, and the organiza- 
tion's responsibilities to the individual. The main 
thrust of the course is to assess the role of the 
individual in organizations from the perspective 
of personal and institutional values. The case 

study method will be used. A book of readings/ 
cases will be assigned. Students will be expected 
to make formal and informal presentations. Eval- 
uation will be based on midterm tests, partici- 
pation, written and oral case analyses. This 
course is limited to students with Junior or 
Senior standing. 

For management skill area courses, see BUS- 


The basic requirement for either the B.A. or 
B.S. degree is the completion of eight mathe- 
matics courses numbered above 233. Independ- 
ent study courses in special topics in mathe- 
matics also may be used in satisfying this require- 
ment. This wide flexibility permits a program of 
study to be tailored to the individual student's 
interests. All mathematics courses taken are 
applicable to the collegial requirement of 12 
natural science courses for the B.A. degree, and 
16 natural science courses for the B.S. degree. 

NMA 103 Principles of Statistical Inference 


The intent of this course is to introduce the stu- 
dent to statistical inference procedures and have 
him understand why those procedures function 
better than intuition in decision making. The 
stress will be on concepts rather than applica- 
tions in a particular field of interest and the 
course should be of especial interest to students 
in the premedical and biological sciences. Topics 
covered will be descriptive methods, probability 
distributions, statistical inference, linear regres- 
sion, simple analysis of variance, and non-para- 
metric statistics. The computer with programs 
in BASIC will be used to eliminate computation- 
al drudgery. Evaluation will be based on several 
tests and a final examination. Credit will not be 
given for both this course and BCM 260. No 
computer programming will be required and 
the computer will be used only as a labor-saving 

NMA 111 (Modes of Learning) 
College Algebra 


This is a course in basic algebra, a prerequisite 
for understanding Calculus I. The study will 
include the language of logic and sets and the 
foundations of the real number system. The 
function concept will be explored with particu- 
lar emphasis on polynomial and algebraic func- 
tions. Some analytic geometry will be intro- 



duced to illuminate the above. Evaluation will 
be based on daily assignments, hour tests, and a 
final examination. 

NMA 112 (Modes of Learning) 
Finite Mathematics 


The ability to handle symbolic statements in a 
logically meaningful manner will be the main 
objective of this course. Among the topics used 
in developing this important skill will be truth 
sets, probability, Markov chains, vector and 
matrix theory, and applications to behavioral 
and managerial sciences. An introduction to 
linear programming will also be included. This 
study will be helpful to persons planning further 
work utilizing quantitative thinking. In particu- 
lar, this course will provide an acquaintance 
with probability and other background mathe- 
matics of value in studying statistics and topics in 
management and business administration. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. 

NCM 113 (Modes of Learning) 
NCM 152 (Directed Study) Computer 
Algorithms and Programming Staff 

Problems suitable for computers are chosen for 
this course from many fields. The student pro- 
grammer analyzes each problem, devises an 
algorithm for its solution, constructs a flow chart 
diagram depicting the algorithm, and then 
translates the flow chart into BASIC or FOR- 
TRAN, the two programming languages learned 
in this course. Evaluation is based upon the qual- 
ity of the problems solved successfully on the 
computer, upon the quality of one special com- 
puter project of the student's choice, and on 
several tests in BASIC or FORTRAN. 

NMA 113 (Modes of Learning) 


Functions and their graphs are explored. Trigo- 
nometric functions, their inverses, exponential, 
and logarithmic functions are studied. These 
functions are then used in proving identities, 
solving equations, and developing complex 
numbers. Evaluation is based upon daily assign- 
ments, hour tests, and a final examination. Pre- 
requisite: College Algebra or two years of high 
school algebra. 

NMA 131 Calculus I 

NMA 151 (Directed Study) Staff 

This is the first course in a two-course sequence 
which deals with the calculus of single variable 
functions and plane analytic geometry. Con- 
cepts studied are function, limit, continuity. 

derivative, and the definite integral. Applica- 
tions to the physical sciences along with possible 
uses in economics are used to motivate the 
underlying mathematics. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: College Algebra 
or two years of high school algebra. 

NMA 132 Calculus II 

NMA 152 (Directed Study) Staff 

A continuation of Calculus I, topics are the 
calculus of exponential, logarithmic, and trigo- 
nometric functions, formal integration tech- 
niques, applications, and infinite series. Evalua- 
tion will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: 
Trigonometry and Calculus I. 

NMA 233 Calculus III 


The calculus of functions of several variables is 
developed. Topics are three-dimensional analyt- 
ic geometry, partial derivatives, directional 
derivatives, extrema of functions of several 
variables, multiple integration, and applications. 
Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequisite: 
Calculus II. 

NMA 234 Differential Equations Staff 

After seeing how ordinary differential equations 
arise naturally in the world around us, the stu- 
dent will study linear differential equations of 
second and higher order, series solutions, the 
Laplace transform, systems of first order equa- 
tions and numerical methods. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus II. 
Offered in 1979-80, then in alternate years. 

NMA 236 Linear Algebra Staff 

This is a study of vector spaces, linear transfor- 
mations and matrices. Especial attention is given 
to applications in the analysis of systems of linear 
equations. Eigenvalues and eigenvectors for 
square matrices are explored and applied. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: 
Calculus I and the permission of the instructor, 
or Calculus II. 

NMA 332 Foundations in Geometry Staff 

This study will center on the foundations and 
development of Euclidean and non-Euclidean 
geometry with an axiomatic approach. The 
course is particularly appropriate for prospec- 
tive teachers. Evaluation will be based on daily 

assignments, hour tests, and a final examination. 
Prerequisite: Calculus I! or the permission of the 
instructor. Offered in 1979-80, then in alternate 

NMA 333 Probability and Statistics I Staff 

Topics covered in the two courses of this se- 
quence will include probability theory, random 
variables, random sampling, various distribu- 
tion functions, point and interval estimation, 
tests of hypotheses, regression theory, and non- 
parametric tests with a major emphasis on the 
mathematical development of the topics. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. Prerequisite: 
Calculus II or the permission of the instructor. 
Offered in 1978-79, then in alternate years. 

NMA 334 Probability and Statistics II Staff 

This course is a continuation of Probability and 
Statistics I. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: Probability and Statistics I. Offered 
in 1978-79, then in alternate years. 

NMA 335 Abstract Algebra I Staff 

This two-course sequence begins with a study of 
naive set theory and some properties of the inte- 
gers. Various algebraic structures including 
groups, rings, integral domains, vector spaces, 
and fields are then developed. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus III or 
Linear Algebra. Offered in 1978-79, then in alter- 
nate years. 

NMA 336 Abstract Algebra 11 Staff 

This course is a continuation of Abstract Algebra 
I. Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequisite: 
Abstract Algebra I. Offered in 1978-79, then in 
alternate years. 

NMA 341 Numerical Analysis 


Topics studied include approximation, inter- 
polation, differentiation, integration, and the 
solutions of non-linear equations, systems of 
equations, and differential equations. Evaluation 
will be based on daily assignments, hour tests, 
and a final examination. Prerequisites: Calculus 
III (may be taken concurrently) and the ability to 
write BASIC or FORTRAN programs. 

NMA 433 Real Analysis I 


This is the first course in a two-course sequence 
in which the foundations of real analysis are 

considered and topics from advanced calculus 
are then developed. Specific topics included are 
the real numbers as a complete ordered field, 
the derivative, the Riemann Integral, Euclidean 
n-space, and vector-valued functions of a vector 
variable. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: Calculus III. Offered in 1979-80, 
then in alternate years. 

NMA 434 Real Analysis II 


This is a continuation of Real Analysis I. Topics 
included will be partial derivatives, the inverse 
and implicit function theorems, multiple inte- 
grals, line and surface integrals, Green's and 
Stokes' theorems, and infinite series. Evaluation 
will be based on daily assignments, hour tests, 
and a final examination. Prerequisite: Real 
Analysis I. Offered in 1979-80, then in alternate 

NMA 499 independent Research — Thesis 


Seniors majoring in mathematics may, upon 
invitation of the mathematics faculty, do re- 
search and write a thesis under the direction of 
a member of that faculty. The submission of the 
resulting written thesis and an oral defense will, 
upon approval of the mathematics faculty, satis- 
fy the comprehensive examination requirement 
for graduation. Prerequisites: excellence in 
mathematics courses through the Junior year 
and invitation by the faculty. 


A major in modern languages will ordinarily 
consist of at least six courses above the inter- 
mediate level in one language, with a Senior 
thesis or comprehensive examination in that 
language, plus four courses or more in at least 
one other language. Courses in a second or 
third language ought to be taken in two-course 
sequences. Generally, the student would be well 
advised to choose area studies courses that cor- 
respond to the languages in which he/she is 
concentrating. A minimum of one month of 
residence abroad in a foreign language environ- 
ment is strongly advised. 


The major in music consists of Comprehensive 
Musicianship courses I, II, III, IV, V and VI, plus 
two additional music courses. In addition, a stu- 



dent must be enrolled for one hour per week in 
applied music instruction and participate in one 
of the ensemble programs operating through 
the music discipline during each term of resi- 

AMU 116 (Modes of Learning) 
Comprehensive Musicianship I: for 
Non-Majors Staff 

The purpose of the course is to acquire and de- 
velop concepts and skills to Fundamental Musi- 
cianship for students who are not majoring in 
music. Fundamentals such as scales, key signa- 
tures, intervals, and elementary harmony will be 
studied, both separately and in the context of 
actual musical compositions. The text will be 
Basic Materials in Music Tlieory by Harder. 
Evaluation will be based on class participation, 
written exercises, and final examination. 

AMU 242 Comprehensive Musicianship II: 
Medieval and Renaissance Music 


This is an integrative study of the history, theory, 
and performance practices of the Medieval and 
Renaissance periods. The sacred and secular 
music will include the chant of the Middle Ages, 
the polyphony of the thirteenth century, the 
carol of the fifteenth century, the music of Pales- 
trina, and the Elizabethan dance and madrigals. 
In order that the student can see the individual 
works and composers in relation to their times, 
the study of musical style will also include the 
institutions under whose patronage the music 
was composed and performed. Students will be 
encouraged to perform and listen to music from 
these periods. The texts are Music in the Medie- 
val World, by Seay, Music in the Renaissance by 
Brown and Music Scores: Omnibus Part I. Eval- 
uation will be based on participation in discus- 
sion, written exercises, quiz on listening, and 
either a research paper or a final examination. 
Prerequisites are Comprehensive Musicianship 
I: For Majors, or its equivalent. Offered in 1978- 
79, then in alternate years. 

AMU 145 Comprehensive Musicianship I: 
for Majors Prof. William Waters 

This course is designed to provide the funda- 
mentals of music necessary to the other Com- 
prehensive Musicianship courses. The focus of 
the course is designed to increase the student's 
awareness of the process of becoming a musi- 
cian, and of the role of the musician in today's 
society. Emphasis, too, will be placed on pro- 
grammed ear training and sight singing both in 
the classroom and in independent lab sessions. 

Evaluation for the course will be based on 
written exercises, several short tests, participa- 
tion in class activities, and a final examination. 
Open to prospective music majors. 

AMU 221 Survey of Music: Beginnings of 
Western Music to 1750 Staff 

The course will provide an approach to per- 
ceptive listening and an introduction to musical 
elements, forms, and style periods. The discus- 
sions of composers' lives, individual styles, and 
representative works will aim to stimulate curi- 
osity and enthusiasm, not merely to impart facts. 
The text will be Music: An Appreciation by 
Roger Kamien and assigned recordings. Evalua- 
tion will be based on class discussion, two tests, 
two papers, and final examination. Open pri- 
marily to non-music majors. Majors may take 
only with permission. Offered in 1978-79, then 
in alternate years. 

AMU 222 Survey of Music: from 1750 to 
Twentieth Century Staff 

For description see AMU 221 

AMU 244 Seminar in Solo Vocal Literature 

Harry Waller 

This course involves a series of seminars and dis- 
cussions of masterworks of vocal literature in all 
styles and periods. Students, faculty, and guests 
are invited to participate. Each student will give 
at least one formal presentation each semester. 
Critique sessions will enable the student to 
understand better the level on which he is able 
to communicate his musical ideas to his listen- 
ers. Credit for two courses will be given in the 
Senior year for students who have satisfactorily 
participated in colloquia for each of four 

AMU 245 Choral Literature and Ensemble 

Prof. William Waters 

This is a survey of music for chorus from 
medieval to contemporary periods. Active 
membership in the Concert Choir is required 
concurrently with this course. Techniques of 
ensemble performance will be demonstrated 
and practiced. Proficiency in score reading will 
be taught. The student is expected to gain knowl- 
edgeable insight into historical and stylistic con- 
siderations as well as performance practices 
appropriate to the periods studied. Evaluation 
will be based on quality of daily participation 
and on skills demonstrated in public perform- 
ance. Students will be admitted on basis of 

AMU 266 Music Projects I 


Music Projects I will embrace a variety of per- 
formance-centered musical experiences. Activi- 
ties may be centered around solo or ensemble 
work and may comprise several short works or 
an extended work. Regular rehearsal is expected 
of each student, and weekly critique sessions 
will guide participants toward objectives set at 
the beginning of the work. Enrollment is open 
to all students, but each proposal must have the 
approval of the music faculty. Work may be dis- 
tributed over more than one module for a single 
module's credit. It is possible to enroll more 
than once in Music Projects I, with a change of 
area of emphasis. Prerequisite is demonstrated 
musical skills. 

AMU 341 Comprehensive Musicianship III: 
Music of the Baroque Period 

Prof. William Waters 

The focus of this course will be the music of 
Bach and Handel, but study will by no means be 
limited to these two composers. Theoretical 
aspects of the course will include a study of con- 
trapuntal practices of the period. Students will 
be encouraged to perform music from this 
period, and the lab will emphasize ear training 
and listening to the music. Evaluation will be 
based on participation in discussion, written 
exercises, a quiz on listening, and either a 
research paper or a final exam. Prerequisite is 
Comprehensive Musicianship I or special per- 
mission of the instructor. Offered in 1979-80, 
then in alternate years. 

AMU 350 (Directed Study) Twentieth 
Century Music Prof. William Waters 

This course surveys important works of the 
major composers of this century. After com- 
pleting the material of the syllabus, which will 
include readings from standard histories of this 
period, writings by the composers themselves, 
and listening to phonograph recordings of their 
works, students may choose for their final eval- 
uation a written examination, an extended 
paper on a topic approved by the instructor, or a 
project approved by the instructor. The course is 
open to all students; however, ability to read 
standard musical scoring at a minimal level is 

AMU 441 Comprehensive Musicianship IV 


This course is designed as an advanced study of 
music (analysis of the different compositional 
forms and techniques and the harmonic proce- 
dures used in the classical era of music), pri- 

marily for the student who intends to pursue a 
musical vocation. The focus of the course is 
designed to increase the student's awareness of 
the process of becoming a musician, and of the 
role of the musician in today's society. Emphasis, 
too, will be placed on ear training and sight 
singing both in the classroom and in inde- 
pendent study. Required reading will include 
harmony texts and Donald j. Grout's book. The 
History of Western Music, but will draw heavily 
on library resources and recordings. Evaluation 
for the course will be based on written exercises, 
several short tests, participation in class activi- 
ties, a course paper, and a final examination. 
Prerequisites for this course are Comprehensive 
Musicianship courses I, II, and III, or special 
permission of the instructor. Offered in 1978-79, 
then in alternate years. 

AMU 442 Apph'ed Music: Organ, Piano, 
Voice, Guitar, Strings, Brass, Woodwinds 


A student will learn to perform great music of all 
periods on any instrument offered as Applied 
Music through a program of disciplined practice 
and research into the music which is being per- 
formed. One one-hour lesson per week, at least 
six practice hours per week, and attendance at 
one performance class per week will earn one 
course credit for each year of study. Evaluation 
will be based on student's performance level 
and his understanding of compositions studied. 
The prerequisite is permission of music faculty. 

AMU 444 Comprehensive Musicianship VI: 
Contemporary Music Prof. William Waters 

This course begins with the music of the French 
Impressionist School, and deals with the music 
of major composers such as Schonberg, Ives, 
Stravinsky, Bartok, Webern, Varese, Orff, Mes- 
sian, Hindemith, and Prokofiev. Theoretical 
considerations include posttonal organization of 
sound, twelve-tone techniques, aleatory music, 
and other twentieth century phenomena. Eval- 
uation will be based on two oral reports, a major 
paper, and a final examination. Prerequisite is 
Comprehensive Musicianship I or special per- 
mission of the instructor. Offered in 1979-80, 
and then in alternate years. 

AMU 463 Comprehensive Musicianship V 

Prof. William Waters 

This study will focus on the product of some of 
the leading composers of the Romantic Era in 
music from the late works of Beethoven to 
Debussy. Through examination of primary 
source material and analysis of various musical 



structures, students will develop an understand- 
ing of the language of the Romanticists. In 
instrumental forms, compositions for solo in- 
struments, chamber works and the large sym- 
phonic forms will be studied. The main text for 
the course is Grout: A History of Western Music. 
Other readings will be selected from major 
historical, biographical, and stylistic writings 
about the Romantic Period as well as from writ- 
ings of the composers themselves. Each student 
will submit one major paper and two shorter 
ones for evaluation. Opportunities to compose 
in a style reflective of the period will be given 
and student performances of original compo- 
sitions and works by the masters will be encour- 
aged. Prerequisites are Comprehensive Musi- 
cianship I or equivalent. Offered in 1978-79, 
then in alternate years. 


Students majoring in philosophy will develop 
with a Mentor a program with a minimum of 
eight philosophy courses, at least two from Logic 
and Language, Modes of Philosophizing, Ethics; 
at least three from the History of Philosophy 
four-course series; the remainder should be 
upper level courses representing the student's 
particular interests, integrative in relation to 
courses taken in other fields, and should help 
provide perspective for the whole liberal arts 

LPL 110 (Modes of Learning) 

LPL 150 (Directed Study) Modes of 

Philosophizing Prof. Keith Irwin 

By introducing the student to the thought of 
such philosophers as George Berkeley, William 
James, Plato, Lucretius, and Jean-Paul Sartre, the 
intention of this course is to develop in his mind 
a sense of what arouses philosophical questions 
and of the possible modes or patterns for at- 
tempting to answer them. This assumes that 
philosophical questions differ from scientific, 
historical, technological, informational, com- 
monsensical, and many other kinds of questions 
we raise. The desired outcome of the course is 
to encourage the student, through recognizing 
and appreciating the philosophical thinking of 
others, to venture on his own philosophical 
thinking with greater confidence and sophisti- 

LPL 111 (Modes of Learning) 

LPL 151 (Directed Study) Logic and 

Language Prof. Peter Pav 

Appropriate for pre-law, philosophy, science, 
mathematics, social science and literature stu- 

dents, this course studies the methods of critical, 
logical analysis of language and thought. It starts 
with everyday language, its nature, uses, and 
misuses, then studies artificial logical languages 
whose precision can aid our understanding. We 
will develop several techniques for evaluating 
arguments, both propositional and predicate. 
Text is Copi's Introduction to Logic, 5th ed. Eval- 
uation is based on frequent homework exer- 
cises and three open-book examinations. 

LPL 241 Ethics 

Prof. Keith Irwin 

This course traces the major moral philosophies in 
Western thought, from Plato through Nietzsche. 
Special attention is given to the foundations of 
moral reasoning and the definition of the good 
life. The texts will be Ethical Theories (Melden) 
and Ethics (Frankena). Students will be divided 
into discussion groups and will rotate the major 
responsibility for class discussion. There will be 
at least two one-page thesis papers and one five- 
page paper applying the position of a major 
ethical thinker to a contemporary moral prob- 
lem. There will also be a final integrative educa- 
tional experience. 

LPL 321 History of Philosophy: Greek and 
Roman Prof. Peter Pav 

Relevant for philosophy, history, science and 
classics, this course studies the rise of philoso- 
phy, 600 BC-AD 100. Emphasis on natural philo- 
sophy; e.g.. What is the World? Where did it 
come from? How do we know it? What is knowl- 
edge? What is philosophy? If these questions are 
meaningful, how can we answer them? We will 
study the Pre-Socratics, Sophists, Stoics, and 
Epicureans, and emphasize Plato and Aristotle. 
Most classes will be student-led seminars. Text: 
Copleston's History of Philosophy, Vol. 1, and 
extensive collateral readings. Evaluation is based 
on class participation (discussions and presen- 
tations), two take-home examinations, term- 
paper. Offered in 1978-79, then in alternate 

LPL 323 History of Philosophy: from 
Hobbes to Kant Prof. Keith Irwin 

The generative problem over which philoso- 
phers struggled in the 16th through 18th cen- 
turies was the problem of knowledge. What can 
we claim to know? God, ourselves, the external 
world? Between the time of Descartes and that 
of Kant, the controversies raged. Working from 
W. T. Jones, History of Western Philosophy, 
Volume III, for historical continuity, we will give 
attention in primary sources to Descartes, Spinoza, 
Locke, Hume, and Kant. Work in the course will 
be evaluated on the basis of a philosophical 

journal, seminar contributions, a medium length 
research paper, and a final examination. Offered 
in 1979-80, then in alternate years. 

LPL 324 History of Philosophy: Nineteenth 
Century Prof. Peter Pav 

Concerns reactions to Kant, German Idealism, 
Utilitarianism, Social and Scientific philosophy, 
and Existentialism: Hegel, Schopenhauer, 
Comte, Mill, Marx, Kierkegaard, Nietzsche, and 
Mach. Main emphasis will be on systematic 
rationalism and its limits, the role of science in 
metaphysics, and the importance of the individ- 
ual. Part of the four-semester History of Phi- 
losophy sequence. Evaluation based on two 
examinations, class participation including sem- 
inar presentations, and a written philosophical 
statement. Offered in 1979-80, then in alternate 

LPL 342 Twentieth Century Philosophical 
Movements Prof. Keith Irwin 

This course will survey the development of 
philosophical analysis and existentialism as the 
two main philosophical movements of the twen- 
tieth century. Attention will be given to a com- 
parison of the two movements on such critical 
issues as their views of man, language, ethics and 
religion. Basic readings will be from Ammerman, 
Classics of Analytic Philosophy and Spanos, A 
Casebook on Existentialism. Evaluation will be 
based on written seminar presentations and a 
final examination. No prerequisite, but Fresh- 
men admitted only with permission of instructor. 

LPL 345 Symbolic Logic 

Prof. Peter Pav 

Appropriate for philosophy, mathematics, sci- 
ence, and social science, this course does not 
use logic as an inferential tool, but treats it as an 
object of study. Several variant forms of propo- 
sitional and predicate logic will be axiomatically 
developed and analyzed, with emphasis on 
formal properties: derivability, completeness, 
analyticity, categoricity, consistency. A theore- 
tically-oriented sequel to Logic and Language, 
LPL 110. Prospective students without an equiv- 
alent background should consult instructor 
about the possibility of beginning directly with 
Symbolic Logic. Text: Copi's Symbolic Logic. 
Evaluation is based on frequent homework exer- 
cises, and three examinations (open-book or 
take home). Offered in 1978-79, then in alter- 
nate years. 

LPL 360 Philosophy of Science 

Prof. Peter Pav 

This course will cover three topics. The first two 

involve philosophical problems in science: (A) 
Explanation. What is a scientific explanation? 
Our class discussions will emphasize a recent 
controversy on this topic. Basically between a 
formal, logical analysis of explanation, and an 
informal, heuristic approach. (B) Laws and 
theories. What is scientific law? A theory? How 
are they generated? How deposed? We will 
study several analyses, with frequent use of 
examples from the history of science. The third 
topic is not within science, but concerns philo- 
sophical problems relevant to science: (C) 
Determinism, free will, and intelligence. The 
basic text is j. J. C. Smart's Between Science and 
Philosophy. Many other specific collateral read- 
ings will be suggested. Evaluation will be based 
on class work (presentation and discussion), a 
take-home examination, and a term paper. 
Some scientific or philosophical background 
would be helpful. 

LVS 201 Western Civilization 

For description see HISTORY 

LVS 304 Science, Technology, and Human 
Values Prof. Peter Pav 

A historical and philosophical analysis of the 
nature of science and its relation to human value 
systems. Organized around the audio-visual 
series Science and Society and Living with Tech- 
nology, this course considers both specific con- 
temporary issues and general questions about 
science and society. Most seminars will be stu- 
dent-led. Text: David E. Newton's Science and 
Society. Evaluation will be based on presenta- 
tions, participation, one in-class examination 
and a term paper. 


BPE 121 Principles of Physical Education 

Prof. James Harley 

This project deals with historical, philosophical 
and scientific foundations of physical education; 
includes the desired aims and objectives of 
physical education as a career; and introduces 
administration and curriculum. Students will 
spend a minimum of 20 contact hours in one of 
the St. Petersburg schools in a pre-internship 
program. This will be a cooperative effort with 
public school teachers, to help determine if the 
student is truly a prospective physical education 
teacher. Evaluation will be based upon a term 
paper and a final exam. A personal interview is 
the only prerequisite. Open to upperclass stu- 



BPE 123 Fitness and Skills 

Prof. James Harley 

This project is a study of the physical fitness 
problem in the United States. Special emphasis 
will be on actual fitness training programs. The 
project will introduce as many skills to the stu- 
dents as time permits, in order to promote a life- 
time of physical activity through at least one of 
the skills. Students will participate in a vigorous 
exercise program for the entire year, and must 
perform individual research in one specific area. 
A term paper of high quality is required. Pre- 
requisite: a medical clearance. Open to upper- 
class students. 

The following activities do not carry course 

Red Cross Advanced First Aid and Emergency 

This 40-hour course consists of the philosophy 
behind first aid; wounds, specific injuries, and 
shock; respiratory emergencies, drowning, and 
resuscitation; poisoning, drugs and drug abuse; 
burn and exposure to radiation, heat and cold; 
bone and joint injuries, immobilization and 
splinting; dressing and bandages; sudden illness 
and emergency childbirth; extrication and emer- 
gency rescue and transfer. 

Red Cross Beginning Swimming 

This 12-hour course consists of some reading 
and much practical work on basic swimming 
strokes and skills. Students who make sufficient 
progress may go on to take Red Cross Advanced 
Beginner in the same module and thus earn two 
certificates from Red Cross. Text: SWIMMING 
AND WATER SAFETY, Red Cross. Evaluation: 
performance of swimming strokes and skills. 

Red Cross Water Safety Instructor 

This recently revised (1973) 30-hour W.S.I, 
course consists of the methodology of teaching 
Swimming and Water Safety and Lifesaving and 
the practical work of composing lesson plans 
and doing practice teaching. Its completion cer- 
tificate authorizes one to teach any of a number 
of Red Cross courses, including Advanced Life- 
saving, and is a prerequisite for the jobs of camp 
waterfront counselor or aquatic director and 
lifeguard at many municipal pools. Text: SWIM- 
WATER SAFETY, and the concomitant instructor 
manuals. Red Cross. Required: set of masks, fins, 
and snorkel. Evaluation: quizzes, lesson plans, 
practice teaching demonstrations, and a written 

final examination. Prerequisite: Advanced Life- 
saving certificate and Swimmer certificate or the 
passing of an equivalency test. 

Red Cross Advanced Lifesaving 

This 26-hour course consists of practical work 
and also some reading and lectures on: personal 
safety and self rescue; swimming rescues, de- 
fenses, releases and escapes; search and rescue; 
special rescue and removal techniques and first 
aid; beach and surf rescue and lifeguarding; 
small craft safety. It is the revised (1973) course 
that replaced Senior Lifesaving, and the certifi- 
cate it carries is the only prerequisite for some 
lifeguarding jobs and is one of the prerequisites 
for the revised W.S.I, course. Text: LIFESAVING: 
quired: set of mask, fins, and snorkel. Evalua- 
tion: quizzes and demonstrated skills; written 
and skill final examinations. Prerequisite: good 
swimming endurance (500 yards continuously); 
marked, ability in swimming strokes and related 
skills as evidenced by passing an admissions test. 

Red Cross Intermediate and Swimmer Courses 

This 12-hour course is for students who already 
have fair to good proficiency in swimming, but 
who want to increase their endurance and ver- 
satility and perfect the additional strokes and 
skills that will make them all-round swimmers. 
Successful completion of the Intermediate or 
the Swimmer part of this course meets the 
swimming requirements for Advanced Life- 
saving or for Water Safety Instructor, respective- 
ly. Those entering with skills at the Beginner 
Swimming level will probably finish having 
progressed through the Advanced Beginner and 
Intermediate levels. Text: SWIMMING AND 
WATER SAFETY, Red Cross. Evaluation: per- 
formance of swimming strokes and skills. Pre- 
requisite: swimming ability equivalent to having 
passed at least the Red Cross Beginner Course. 

Beginning Tennis 

This course is designed to give the student an 
introduction to the game of tennis and to help 
him develop the basic skills of the game. The 
text Tennis, by Johnson and Xanthas, will be 
used. Evaluation will be based on written, skills, 
and form examinations. 

Advanced Tennis 

This course is designed for students who wish to 
continue studying tennis beyond the beginning 
level. Evaluation will be based on written, skills, 
and form examinations. Prerequisite is Begin- 
ning Tennis or the equivalent. 


For the B.A. degree, students majoring in phys- 
ics normally take the following courses: Funda- 
mental Physics I, II, and III, Electronics, Classical 
Mechanics, Electricity and Magnetism, Quan- 
tum Physics I, Calculus I, II, III. For the B.S. 
degree, additional courses normally included 
are Quantum Physics II and selected advanced 
mathematics courses, along with Senior Thesis, 
and Concepts in Chemistry I and II. Students 
may arrange independent or directed study 
courses in advanced subjects to suit their needs. 

NPH 141 Fundamental Physics I Staff 

The aim of physics is to understand the nature of 
the physical world, particularly the particle and 
wave phenomena which arise for the inertial 
and electrical properties of matter. The three- 
course sequence. Fundamental Physics I, II and 
III, presents a contemporary view of the con- 
cepts, principles, and theories which express this 
understanding in a basic and elementary form. 
Course content is presented by means of de- 
scriptive and quantitative textbook material, 
appropriate laboratory exercises, and synthe- 
sizing lectures and discussions. Required read- 
ing is restricted to a text such as Halliday and 
Resnick, Fundamentals of Physics. Evaluation is 
based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Fundamental Physics I deals principally 
with particle motions, elastic waves, and heat 
and thermodynamics. Prerequisite: Pre-Calculus 
Skills: NCM 112 or its equivalent. 

NPH 142 Fundamental Physics II Staff 

This second course of the elementary physics 
sequence deals with the phenomena of electric- 
ity and magnetism, elastic waves, electromag- 
netic waves and optics. The same text is used as 
in the first course. Evaluation will be the same as 
in the first course. Prerequisites: Fundamental 
Physics I (NPH 141) or consent of the instructor. 

NPH 241 Fundamental Physics III Staff 

This course is an optional continuation of the 
elementary physics sequence. It deals with 
atomic and nuclear phenomena and with special 
relativity. A basic text such as Wiedner and Sells, 
Elementary Modern Physics, is used. Evaluation 
is based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Prerequisite: Fundamental Physics II 
(NPH 241) or consent of the instructor. 

The next four courses, Classical Mechanics, Elec- 
tricity and Magnetism, Quantum Physics I and II, 
will be offered as Directed Studies unless there 
is sufficient enrollment. 

NPH 341 Classical Mechanics Staff 

This intermediate course includes a study of the 
dynamics of particles and systems of particles 
and rigid bodies, an introduction to elastic 
media and elastic waves, and the treatment of 
the Lagrangian and Hamiltonian formulations of 
dynamics. Work is based on a text, with supple- 
mentary readings as appropriate to the needs of 
the student. A set of problems and a final exam 
are used for evaluation. Prerequisites: Funda- 
mental Physics II (NPH 142) and Differential 
Equations (NMA 234), or consent of the instruc- 

NPH 342 Electricity and Magnetism 


Emphasis is placed on the fundamental role of 
Maxwell's equations in the study of electric and 
magnetic fields and of AC and DC circuits. Elec- 
tromagnetic wave theory is introduced. Work is 
based on a text, and on supplementary readings 
as the student requires. A set of problems and 
a final exam are used for evaluation. Prerequi- 
sites: Fundamental Physics II (NPH 142) and Dif- 
ferential Equations (NMA 234), or consent of the 

NPH 443 Quantum Physics I Staff 

Experimental results leading to the formulation 
of modern quantum theory will be studied. The 
Schroedinger wave equation will be used to 
solve physical problems treating a variety of 
one-dimensional potential functions, with 
special attention to the comparison of classical 
and quantum results. Text to be announced; 
some audio-visuals. Evaluation will be based on 
solutions to assigned problems and written 
examinations. Prerequisite: consent of instruc- 

NPH 444 Quantum Physics II 


This is a continuation of Quantum Physics I. The 
three-dimensional wave equation is studied 
with particular application to hydrogenic atoms. 
Identical particles are introduced with emphasis 
on low-energy scattering. Text to be announced. 
Evaluation will be based on solutions to assigned 
problems and written examinations. Prerequi- 
site: Quantum Physics I (NPH 443) or consent of 
the instructor. 

NPH 499 Independent Research- 



Outstanding students majoring in physics nor- 
mally are invited to engage in active research 
and to prepare a thesis in lieu of Senior compre- 
hensive examinations. Apparatus is available for 



research in low-energy ionic-atomic scattering, 
the primary current research interest of the 
physics staff. Additional equipment is available 
for studies in x-ray crystallography, and high 
vacuum techniques. Designed primarily for 
thesis students, this course is available to others 
by special permission of the staff. Evaluation is 
based on the presentation and oral defense of 
the thesis. 

NCM 150 (Directed Study) The Universe 

Prof. Irving Foster 

How man perceives himself in any age is at least 
partially determined by how he perceives the 
physical universe of which he is a part, in the 
20th century no less than in the past. This de- 
scriptive course deals with our present astro- 
nomical models. It begins with an overall view of 
the structure of the universe followed by a more 
detailed study of the solar system and of stars 
and star systems. It concludes with a historical 
review of cosmological theories from ancient 
times to the present. Required reading includes 
four paperback texts and any supplementary 
works the student may need to aid his under- 
standing. Evaluation is based on four short 
papers and either a final research paper or an 

NCM 151 (Directed Study) 

The World of Life Prof. Irving Foster 

This course stresses both the antiquity and the 
diversity of life on earth. It begins with the ques- 
tion of how life came to be and how it evolved 
into today's myriad forms. It then turns away 
from the study of the individual or species to life 
as it is lived in communities, in most of which 
man plays a part. Students read four paperback 
books and any supplementary material they may 
individually need or want. Evaluation is based on 
six short papers and either a research paper or 
a final exam. 

NCM 204 Electronics 
NCM 252 (Directed Study) 

Prof. Wilbur Block 

Starting with first principles of electronic circuit 
theory, the basic operation of electronic circuits 
and instruments is studied. Course philosophy is 
to impart to the interested student sufficient 
knowledge of electronics to enable him to utilize 
modern electronic techniques and instrumenta- 
tion. Course content consists of an intermix of 
lectures and laboratory exercises based on a text 
and lab manual, to be determined. Evaluation is 
based on a lab notebook, assigned problems, 
and quizzes. 

NCM 205 Astronomy 1979 

Prof. Wilbur Block 

Astronomy includes the study of the solar sys- 
tem and its origin, the stars and their evolution, 
and the structure and origin of the universe of 
galaxies. Also studied are the principles of astro- 
nomical measurement. Constellations are iden- 
tified. The moon, planets, and stars are observed 
telescopically where possible. Man's relation- 
ship to the universe is considered. Course con- 
tent includes lectures and readings from a text 
such as Jastrow and Thompson, Astronomy: 
Fundamentals and Frontiers. Observation ses- 
sions will be arranged. Evaluation will be based 
on participation, solutions to assigned problems, 
and exercises and written examinations. 

NCM 250 (Directed Study) A History of 
Scientific ideas Prof. Irving Foster 

As a contributor to man's cosmic outlook and 
increasingly as a source of ideas which provide 
the basis of our technological civilization, sci- 
ence is a vital force in Western society. While 
gadgets and devices capture public attention, 
the importance of science is in its ideas, whether 
associated with the physical or biological sci- 
ences. The rise and fall of these ideas from 1500 
A.D. to the present is the concern of this course. 
The basic text is Gillispie's The Edge of Objec- 
tivity, with three short paperbacks as supple- 
mentary reading. Evaluation is based on three 
short papers and one final research paper. 

NCM 251 (Directed Study) The Futures of 
Man: Worlds of Science Fiction 

Prof. Irving Foster 

A hallmark of modern science fiction is its con- 
cern with the future of man, the extrapolation of 
our present world into a future which may be 
pleasant, but is usually forbidding. Science, as 
science, plays a less dominant role than it once 
did, serving often only as a key to those futures 
in which cultural, societal, even theological con- 
cerns are more important. This course is di- 
rected toward the study of such works of science 
fiction. Required reading includes Sullivan's As 
Tomorrow Becomes Today, a modern critical 
work, and a minimum of 5000 pages of classic 
and modern science fiction. Evaluation is based 
on four short papers and a final research paper 
on the "future of man" theme. 

NCM 350 (Directed Study) 

Modern Astronomy Prof. Irving Foster 

Modern astronomy is a quantitative physical 
science and its models and theories are based on 
our knowledge of physical and chemical proc- 

esses. This course emphasizes those processes 
which account for the characteristics of solar 
system, galaxy and universe and their creation. 
The basic readings are Unsold, The New 
Cosmos, and Schatzman, The Structure of the 
Universe, supplemented by any of several 
astronomy texts where needed by the student. 
Evaluation is based on three papers, one of 
which must be a major research paper. Prereq- 
uisites: at least an elementary course in 
physics and mathematics through calculus. 

NVS 481 Human Nature and Human Values 

Prof. Irving Foster 

Scientific discoveries since 1500 have radically 
altered man's view of himself and his relation- 
ship to the universe. This course will explore the 
questions, "Are modern scientific views of the 
nature of man compatible with the traditional 
Judeo-Christian value system? Are modern 
scientific views of man responsible for the 
apparent shift away from our traditional sys- 
tem?" Readings will be chosen from the works 
of such scientists as Bronowski, Schrodinger, 
Dubos, Skinner, Medawar, Jastrow, Eiseley, 
Ardrey, Lorenz, Darwin, Teilhard de Chardin 
and Huxley. Additional reading on the Western 
value systems stemming from Judeo-Christian 
teachings will be included. These will be ori- 
ented toward ethical rather than theological 
matters although the latter may not be totally 
absent. Evaluation is based on student perform- 
ance in presenting material and leading discus- 
sions, on two short papers and on a final long 
research paper. The only prerequisite is eligi- 
bility to elect values sequence colloquia. 


Students majoring in political science will affili- 
ate with either the Letters or the Behavioral 
Science Collegium. Both require the comple- 
tion of International Politics, National Govern- 
ment and Politics in the United States, and six 
additional political science courses of the stu- 
dent's own choosing, including at least one from 
each member of the political science faculty. 
Students are encouraged to select appropriate 
courses supporting their studies from related 
disciplines. Students majoring through the 
Behavioral Science Collegium are also required 
to complete Statistical Methods. 

LPO 121 National Government and Politics 
in the United States Prof. Felix Rackow 

This course deals with the principles and prac- 
tices of our system of government at the national 

level. It will examine such areas as the principles 
and development of the Constitution; the essen- 
tial features, consequences, and implications of 
federalism; the nature, methods, and functions 
of political parties and pressure groups; the 
national political conventions and primaries; 
electoral problems and reform; voting behav- 
ior; the establishment and growth, functions, 
the powers of the presidency; strong and weak 
presidents; the legislative process; the judicial 
process; and problems of civil liberty. Evaluation 
based on two hour exams, a final exam, and class 

LPO 221 Civil Liberties Prof. Felix Rackow 

The purpose of this course is to analyze and dis- 
cuss recent problems in civil liberty. These prob- 
lems usually boil down to an examination of the 
age-old problem of "liberty versus authority." In 
other words (1) how far can the liberty of an 
individual be limited in order to protect the 
liberty of other individuals, and (2) how far can 
the liberty of individuals be limited in order that 
the group will be protected? This course will 
examine the interplay of politics, social and 
economic conditions, and the law in such prob- 
lems as free speech, religion, racial discrimina- 
tion, loyalty, immigration, and fair governmental 
procedure. Evaluation will be based on a mid- 
term, final examination, term paper, and class 

BPO 246 Varieties of Political Theory 

Prof. Anne Murphy 

From moral philosophy through ideology to 
empirical theory, thinkers and activists have 
tried to understand political systems and politi- 
cal behavior. Contemporary political research 
rests on assumptions just as surely as Augustine's 
"City of God" is based on a point of view. This 
course will alert the student to the classic and 
contemporary thinkers who try to make sense of 
social policy and decision making. Text: Bluhm, 
Theories of the Political System. Evaluation will 
be based on class participation, tests, and a 
major paper based on either a key theorist or a 
classic problem addressed by many thinkers. 
Prerequisite: at least Sophomore standing. 
Offered in 1979-80, then in alternate years. 

LPO 321 Constitutional Law I 

Prof. Felix Rackow 

This course examines those portions of the 
United States Constitution that deal with gov- 
ernmental structure, relationships, and power, 
including judicial review, separation of power, 
federalism and selected powers of the national 



government. The approach utilized will be the 
study of cases. Students will read opinions of the 
Supreme Court; these will be discussed in class 
for analysis and trends. Midterm and final exam- 
inations are combinations of closed-book tests 
done in class and open-book tests done outside 
of class. Class participation expected. May be 
taken independently of Constitutional Law II. 

LPO 322 Constitutional Law II 

Prof. Felix Rackow 

This course examines those portions of the 
United States Constitution that deal with rela- 
tions between the individual and the govern- 
ment, primarily those relations cited specifically 
under the Bill of Rights and the Fourteenth 
Amendment. The approach utilized will be the 
study of cases. Students will read opinions of 
the Supreme Court; these will be discussed in 
class for analysis and trends. Midterm and final 
examinations are combinations of closed-book 
tests done in class and open-book tests done 
outside of class. Class participation is expected. 
Constitutional Law I is not a prerequisite. 
Offered in 1979-80. 

LPO 323 The American Presidency 

Prof. Felix Rackow 

This course considers the American presidency 
as a political and constitutional office: its growth 
and development from Washington to Carter. It 
will consider such topics as the selection of the 
president as well as the president's role in 
formulating and conducting foreign policy; 
treaties and executive agreements; the presi- 
dent as Commander-in-Chief and as protector 
of the peace; his relation to Congress and his 
party. Evaluation will be based on a midterm, 
final exam, term paper, and class participation. 
Offered in 1979-80. 

BPO 344 U.S. Congress 

Prof. Anne Murphy 

Representative government focuses on legisla- 
tive politics. Democratic theory or practical 
politics can be better understood by careful 
study of the U.S. Congress. Political behavior, 
election campaigns, law making, lobbying and 
constituency opinion will be examined. Texts: 
Congressional Quarterly, Weekly Report and 
Ripley, Congress, Process & Policy. Evaluation is 
based on class participation, evidence of outside 
reading, tests and a research report. Prerequisite: 
U.S. National Government or The American 
Presidency. Offered in 1979-80, then in alternate 

BPO 345 Grass Roots Politics 

Prof. Anne Murphy 

Elections as they affect Precinct 63-A, St. Peters- 
burg, Pinellas County, Congressional District #6, 
Florida, provide the subject of this course. Each 
student chooses a candidate, a party, or an issue, 
and follows through until election night. The last 
portion of the semester will provide background 
for understanding the outcome. Requirements 
include reading, research, speaking, canvassing, 
organizing, and reporting to class. Evaluation is 
based on 1) a brief paper early in the module 
explaining the student's choice of activity and 
proposed program, 2) an analytic report describ- 
ing the student's own involvement and explain- 
ing the outcome, and 3) a final exam based on 
reading to be assigned during the second half of 
the course. Offered in 1979-80, then in alternate 

BPO 346 Political Parties in the U.S. 

Prof. Anne Murphy 

Parties still provide a visible link between indi- 
vidual citizens and public policy. We will exam- 
ine theories of development, structure, practice 
and changing coalitions of American political 
parties at the national, state and county level. 
Texts will be Sorauf, Party Politics in America 
and Freeman & Gattin, Political Parties and Polit- 
ical Behavior. Evaluation will be on the basis of 
class participation, tests, class reports, and evi- 
dence of outside reading. Students should have 
several courses in U.S. government, history and 
social organization before taking this course. 
Offered in 1979-80, then in alternate years. 

BPO 348 Urban Political Systems 

Prof. Anne Murphy 

Is a city a place to live? A community? A state of 
mind? A jungle? How are the decisions made 
that enhance or destroy the quality of life in 
densely populated areas? Forms of city govern- 
ment, power structure analysis (political 
process), and intergovernmental relations will 
be the focus of this course. Reports on outside 
reading, class participation, quizzes, short 
papers, and an exam will be the basis for evalua- 
tion. Prerequisite is at least Sophomore status, 
and at least two courses in related areas. 

BPO 445 American Foreign Policy 
Formation Prof. Anne Murphy 

This course examines the agencies and proce- 
dures for formulating and administering United 
States foreign policy. The prerequisites are at 
least two courses in U.S. government, politics, 
or history. Evaluation will be based on classroom 

participation, reports, reading, quizzes, and a 
term paper. Offered in 1978-79, then in alternate 

BPO 446 Electoral Behavior 

Prof. Anne Murphy 

This course surveys the research and analysis of 
electoral politics in the United States since 1945. 
Most of the available material focuses on Presi- 
dential elections, but students will be expected 
to apply the classical findings to sub-national 
elections as w/ell — Congressional districts and 
city or county referendum returns. In addition 
to reading widely in the literature (The Ameri- 
can Voter, Elections and the Political Order, The 
Ticket-splitter, and contemporary journal arti- 
cles), each student will analyze a set of election 
returns by correlating precinct votes and census 
data. Bases for evaluation will include an exam- 
ination over required reading and a written 
analysis of a set of election data. Two or three 
courses in politics, sociology, or social psy- 
chology are prerequisite. Offered in 1979-80, 
then in alternate years. 

LVS 302 Justice, Law and Community 

Prof. Felix Rackow, Staff 

All persons living in social groups, whether the 
state, the city, or the family, are faced with the 
necessity of understanding "community" and 
the interrelationships of "law" and "justice." 
The purpose of this colloquium is to explore the 
nature of law, its purposes, the means necessary 
to effectuate those purposes, the limits of the 
law's efficacy, the relation of law to justice and 
morality, and the modes by which law changes 
and grows historically in different communities. 
Evaluation will be based on a midterm, final 
examination, term paper, and class participation. 


All students majoring in psychology will com- 
plete a common core of five basic courses: 
Introduction to Psychology, Statistical Methods, 
Fundamentals of Psychological Research, Per- 
sonality Theory, and Learning and Cognition. In 
addition, students will elect two courses from 
each of the two area categories listed below, 
making a total of four elective courses. The psy- 
chology major thus requires nine courses, five of 
which are required of all students and four of 
which are elective. Introductory psychology is 
normally taken in the Freshman year. Statistical 
Methods and Fundamentals of Psychological 
Research in the Sophomore year, and Learning 
& Cognition and Personality Theory in the 

Junior year. Area 1 — Experimental Psychology: 

Developmental Psychology, Social Psychology, 
Biopsychology, History and Systems of Psychology, 
Research Seminar in Social Psychology. Area 2 — 
Applied Psychology: Behavior Disorders, Intro- 
duction to Clinical and Counseling Psychology, 
Psychometric Theory, Behavior Modification, 
Group Dynamics, Gestalt Theory and Practice, 
Theory and Practice of Child Therapy, Practicum 
in Peer Counseling. 

BPS 110 (Modes of Learning) 
Introduction to Psychology 

Profs. Ted Demoroski, James MacDougall 

This course serves as an introduction to the 
scientific study of psychological processes and 
behavior. Such methods as experimentation, 
correlation, and observation will be covered 
with an eye to demonstrating how psychological 
knowledge is acquired and utilized. A number 
of theoretical approaches to human and animal 
behavior will be explored along with the 
research on which the theories are based. Exam- 
ples of psychological processes and behavior 
that will be examined include cognition, learn- 
ing, emotion, aggression, personality, and prej- 
udice. Since student enrollment in the course 
typically has been high, lectures and readings 
are the principal sources of information. Tenta- 
tively, one text will be required. Evaluation will 
be based upon three examinations given in 
class. Early completion of this course is required 
for those who wish to concentrate in psychology 
or to be certified in education. 

BPS 201 Fundamentals of Psychological 
Research Prof. James MacDougall 

This course will introduce the student to the 
nature of research and experimentation in psy- 
chology. Starting with the basic understanding 
of research methodology, the topics of formula- 
tion of hypotheses, design of experiments, 
execution of experiments, analysis of data, and 
communication of results to co-workers in the 
field will be included. All phases of experimen- 
tation will be covered, including observational 
techniques and correlational and laboratory 
methods. Text to be chosen. Evaluation will be 
based on quality of several one-hour quizzes, a 
laboratory notebook, and a formal research or 
library review paper. Prerequisites; Introductory 
Psychology and a course in statistics. 

BPS 205 Learning and Cognition 

Prof. James MacDougall 

This course will focus on the study of the basic 
principles of human perception, learning, mem- 



ory, thinking and creativity. Insofar as those 
processes are basic to theory and research in all 
other areas of psychology and education, this 
course is appropriate for students in many areas 
besides psychology. Evaluation will be based on 
several in-class examinations, laboratory proj- 
ects, and a research paper. Prerequisite: Intro- 
ductory Psychology. 

APS/AED 207 Group Dynamics 

Prof. Frank Schorn 

For description see AED/APS 207 under EDU- 

BCM 260 Statistical Methods 

Profs. James MacDougall, jack Williams 

For description see SOCIOLOGY. 

BPS 300 Developmental Psychology 

Prof. Ted Dembroski 

This course covers past and present concepts, 
theories, and research in developmental psy- 
chology. Examples of topics receiving attention 
include early experience, intellectual develop- 
ment, social learning, behavioral modification, 
achievement, and morality. A variety of methods 
(observational, correlational, and experimental) 
will be examined in studying the development 
of both human and non-human organisms from 
conception to death. A text and book of read- 
ings are required. Two or three examinations 
and class participation serve as bases for evalua- 
tion. Prerequisite: Introduction to Psychology. 

APS 302 Gestalt Theory and Practice 

Prof. Thomas West 

Gestalt work is one of the foundation stones in 
the human potential movement lending itself 
well to therapy, personal growth, education, 
specialized counseling, and self-awareness. It 
developed from an integration of Gestalt psy- 
chology, existentialism, psychoanalysis, client- 
centered therapy, and body psychology. It deals 
with the individual as a whole, in a here-now, I- 
thou relationship. This experience will expose 
the student to the theoretical framework of 
Gestalt and how it is applied in education, 
therapy and personal growth. Evaluation will be 
based on a term project, a group demonstration, 
a midterm, and a final examination. Prerequisite: 
Introduction to Psychology, or permission of the 
instructor. Offered in 1979-80, then in alternate 

BPS 302 Social Psychology 

Prof. Ted Dembroski 

This course will cover past and present concepts, 
theories, and research in social psychology. 
Emphasis will be placed on methodology, espe- 
cially the experimental approach to understand- 
ing the social forces which affect individual 
beliefs, emotions, and behavior. Examples of 
topics planned for inclusion include social influ- 
ence, attitudes, persuasion, social affiliation, 
leadership, and prejudice. Special attention will 
be devoted to natural setting field research. A 
text, a book of readings, and selected journal 
articles are required reading. Evaluation will be 
based on two or three examinations and class 
participation. Prerequisites: Introduction to 
Psychology and a course in statistical methods. 

BPS 305 Behavior Modification 

Prof. Bart Tebbs 

The purpose of this course is to introduce the 
student to the application of learning principles 
as they are used to modify behavior in applied 
settings, especially as those techniques are used 
in management, teaching, and clinical psychol- 
ogy. A text will be used, supplemented with 
readings in the student's primary area of interest. 
Students will also complete a behavior modifica- 
tion skills training program. Evaluation will be 
based on midterm tests, the development of a 
behavior modification program, and a final 
examination. Prerequisite: Introduction to 

BPS 306 Psychology of Personality 


This course is for psychology majors who want 
to study personality in some detail and the stu- 
dent outside of psychology who wants to under- 
stand himself/herself and others in a more 
scientific way. Three avenues to understanding 
personality will be stressed: theory, research, 
and assessment. This course will emphasize both 
theoretical and research problems in personal- 
ity. Students should leave the course with the 
ability to (1) characterize trait and factor, 
psychoanalytic, behavioral, and phenomeno- 
logical theories of personality and (2) describe 
and evaluate important research relevant to 
personality theories and psychological testing. 
Required reading includes a text and selected 
journal articles. Evaluation will be based on two 
or three examinations and class participation. 
Prerequisite: Introduction to Psychology. 

BPS 307 Psychometric Theory Staff 

The major purpose of this course is to teach the 
basic principles of psychological assessment. 

including test construction, reliability, validity, 
and utility. In addition, students in the course 
will study the basic psychological and measure- 
ment assumptions underlying such forms of 
assessment as interviews, self-report inventories, 
aptitude tests, projective tests, and behavior 
ratings, and the range of situations in which such 
testing is appropriate. Evaluation will be based 
on several in-class examinations and one or 
more laboratory projects in test construction. 
Prerequisite: Introduction to Psychology, Statis- 
tical Methods, and Personality Theory. 

APS/AHR 308 Introduction to Clinical and 
Counseling Psychology 

For description see AHR/APS 308 under HU- 

BPS 402 Research Seminar in Social 
Psychology Prof. Ted Dembroski 

The purpose of this course is to provide an 
opportunity for students to be exposed to the 
design, conduct, and writing of an original piece 
of research in social psychology. The seminar 
devotes a great deal of attention to generating 
and criticizing research ideas. The major objec- 
tive, however, is to carry through a research 
project from idea inception through sound 
methodology to final publication form. A book 
of readings and numerous journal articles and 
reviews are required reading. Evaluation is 
based on class participation, quality of involve- 
ment in this research project. Prerequisites are 
Introduction to Psychology, Statistics, and Psy- 
chology of Personality or Social Psychology, or 
consent of instructor. 

APS/AHR 309 Behavioral Disorders 

For description see AHR/APS 309 under HU- 

BPS 309 Biopsychology 

Prof. James MacDougall 

This course will be concerned with the study of 
basic neurological and neurophysiological prin- 
ciples and the application of these principles to 
the understanding of such phenomena as in- 
stinct, motivation, perception, learning, and 
higher cognitive processes such as thought and 
language. Text to be announced. Evaluation will 
be based on several in-class examinations and a 
research paper. The content is of intermediate 
difficulty and would be appropriate for Junior 
and Senior students with backgrounds in psy- 
chology or the natural sciences. 

APS 401 Child Therapy 

Prof. Vi Brody 

This course will allow a student to cover the 
theoretical background of child development 
and therapy, to work as a therapist under super- 
vision, and to participate in weekly seminars. 
Three hours weekly for the academic year are 
spent working with a child and in critiques with 
the supervisor. Required reading: White, 
Human Infants; Kagan, Personality Develop- 
ment; Bowlby, Attachment; Des Lauriers and 
Carlson, Your Child is Asleep; Des Lauriers, The 
Experience of Reality of Childhood Schizo- 
phrenia. Evaluation will be based on a journal 
and a paper bringing experiences into the 
framework of theory. Prerequisite: Introduction 
to Psychology and permission of instructor. 

APS 403 Practicum in Peer Counseling 

Prof. Kirk Stokes 

The purpose of this course is to develop behav- 
ioral competencies in the areas of individual and 
group counseling and testing. Topics to be con- 
sidered will include: developing a contract with 
a client; interviewing techniques; test interpre- 
tation; career counseling; planning a group; 
leadership styles; crisis intervention; referral; 
and evaluation techniques. Students will be 
required to co-lead a number of groups; present 
case conferences; and fulfill assignments on 
topics covered in class. Evaluation data will con- 
sist of client and peer feedback, self evaluation 
and class performance. Prerequisite: Introduc- 
tion to Clinical and Counseling Psychology, 
Group Dynamics, and permission of the instruc- 
tor. The course is limited to six students who are 
Junior or Senior psychology majors. 

BPS 404 History and Systems 


The purpose of this course is to provide the 
advanced psychology student with a synthetic 
overview of the history and major theoretical 
systems of modern psychology. Through this 
course, the student will gain an organized 
knowledge of (a) historically recurring questions 
of human thought and behavior which have 
motivated research and theory in psychology; 
(b) the range of methodological and philosophi- 
cal assumptions concerning human behavior 
which underlie the various theoretical per- 
spectives of modern psychology; and (c) the 
major theoretical systems which have emerged 
during the twentieth century. The text will be 
Systems and Theories in Psychology {2nd Ed.) by 
Marx and Hillix. Evaluation will be based upon 
two examinations and a research paper. This 



course is strongly recommended for all psy- 
chology majors and is essential for those stu- 
dents who contemplate graduate work in the 
field. Prerequisites: Junior or Senior standing 
and major preparation in psychology. 

APS/BPS 499 Independent Research- 
Thesis Staff 

Students majoring in psychology may elect to 
devise an independent study project with one of 
the participating faculty members. Such projects 
may be oriented toward library research and 
reading, or may involve laboratory or field 
research projects. Directed research leading to a 
Senior thesis is normally available only by invita- 
tion of the participating faculty member. Stu- 
dents planning to do a Senior thesis must com- 
plete a preliminary research proposal by April of 
their Junior year. 

BVS 361 Social Psychology 

Prof. Ted Dembroski 

This course is designed to acquaint the student 
both with basic methodological procedures in 
social psychology and with subject matter of 
current interest in which sophisticated research 
has been conducted. Such topics as aggression, 
persuasion, prejudice, interpersonal attraction, 
and conformity will be examined in an attempt 
to understand the forces that affect such social 
behavior. Special attention will be devoted to 
examining ethical and human value considera- 
tions in the work. Prerequisite is an introductory 
course in psychology. 


Students majoring in religious studies must take 
the basic course. The Study of Religion, and at 
least two courses from each of the following 
areas: Biblical studies, historical and theological 
studies, philosophy of religion and ethics, and 
non-Western religions. Competency in the reli- 
gious studies major will be determined by suc- 
cessful completion of all courses and a compre- 
hensive examination or thesis. Directed and 
independent study courses may be taken toward 
fulfillment of this major. 

An interdisciplinary concentration in Religious 
Education is also available. This concentration 
will entail work in four academic areas: Biblical 
and Theological studies; Education and Child 
Development studies; Psychology and Counsel- 
ing studies; and Management studies. This con- 
centration should appeal especially to students 

contemplating professional careers with the 
Church and Synagogue, and to students who 
wish to work as lay people in religious institu- 

LRE 110 (Modes of Learning) 
The Study of Religion 

Profs. Alan Carlsten, Stanley Chesnut 

An introduction to the methods and contents of 
religious studies, exploring the variety of reli- 
gious experience in the East and West through 
readings, discussions, lectures, and films. Field 
trips and other experiences will provide oppor- 
tunities for first-hand observation, description, 
and analysis of religious phenomena. Students 
will also be encouraged to consider personal 
religious values. Textbooks for the course are 
Ballou, The Viking Portable Library World Bible; 
Hick, Philosophy of Religion; Eliade, The Sacred 
and the Profane. Evaluation will be based upon 
participation, reports, midterm and final exams, 
and a paper exploring and synthesizing personal 
religious values. 

LRE 113 (Modes of Learning) 
Understanding the Bible 

Prof. Stanley Chesnut 

The Bible may be interpreted both subjectively 
and objectively, and this course combines the 
two approaches. Subjective study includes read- 
ing with empathy and insight, as well as devel- 
opment of a personal interpretation. The skills 
of literary analysis, historical criticism, and theo- 
logical exegesis applied to the poetry, histories, 
prophecies, short stories, parables, and epistles 
of the Bible constitute objective study. The pur- 
pose is to achieve a constructive understanding 
of sacred scripture. The texts for this course are 
The New Oxford Annotated Bible, and Intro- 
ducing Biblical Literature, by Leonard L. Thomp- 
son. Students will be expected to participate in 
class discussions and to take weekly quizzes and 
midterm and final examinations. Evaluation will 
be based upon all these things. Strongly recom- 
mended for those who plan further study of the 
Bible or Religion. 

LRE 221 Religion in America 
LRE 250 (Directed Study) 

Prof. Alan Carlsten 

The study of religion in America is perhaps the 
most interesting phenomenon in all of religious 
history. There is much more than an ocean 
which separates the European Catholic and 
Protestant from their American counterparts. 
There are many reasons for the unique style of 
Christianity and Judaism in America but the 
fundamental explanation would seem to be 

contained in the phrase, "the New Jerusalem." 
This was the Biblical paradigm for the transplant- 
ing of the Church in the new world. This course 
will analyze and evaluate the beliefs, behavior 
and institutions of religion in America thereby 
enabling students to appreciate the tremendous 
significance of religion in the American experi- 
ence. Required reading: Sydney Ahlstrom, Reli- 
gious History of the American People. Eval- 
uation will be based upon three one-hour 
examinations, class participation and a brief 
paper. Offered in 1979-80, then in alternate 

LRE 231 Nordic Religion and the Icelandic 
Sagas Prof. Alan Carlsten 

This course is an introduction to the phenome- 
nological method of inquiry into religion. It will 
use as its subject matter the ancient Nordic 
religion, particularly as that religion is presented 
and described in the Icelandic saga literature. 
Particular emphasis will be placed on the ele- 
ments of myth, symbol and cult as they appear in 
the sagas. Description, analysis and evaluation 
of the sagas will play an important role in the 
course. Readings will include Magnusson and 
Palsson, The Vinland Sagas: The Norse Discovery 
of America; Njal's Saga; Johnson (trans.), The 
Saga of Cisli; Hallberg, The Icelandic Saga. Work 
to be submitted for evaluation will include class 
reports, research paper and two one-hour 
exams. Offered in 1979-80, then in alternate 

CRE 241 The Hindu Tradition 

Prof. Gilbert Johnston 

For an American with a Christian or Jewish back- 
ground, the study of Hinduism opens up surpris- 
ingly new ways of thinking about religion. Alike 
in the ancient hymns of the Rig Veda, the subtle 
teachings of the Upanishads, and the earnest 
moral searching of the Bhagavad Gita, a distinc- 
tive Indian spirituality, probes beyond life, death, 
time, space, good and evil to find an underlying, 
timeless reality. This course will involve reading 
and discussing some of the basic texts in which 
the Hindu outlook finds expression while trac- 
ing its influence on various aspects of traditional 
Indian society, such as family life and customs, 
caste regulations, occupations, government, and 
systems of thought. Students will be expected to 
keep a journal, write a reflective book review, 
and submit one paper or an approved project. 
In addition to the above-mentioned classical 
texts, Hopkins, The Hindu Religious Tradition 
and parts of Basham, The Wonder That Was 
India, will be required reading. Offered in 1978- 
79, then in alternate years. 

LRE 241 Christian Thought and Practice 
Through the Centuries 

Prof. Alan Carlsten 

This course will offer an intensive study of the 
beliefs, behavior patterns and institutional struc- 
tures of the Christian Church throughout her 
twenty centuries of existence. Special attention 
will be given to the great theological debates, 
the development of the episcopacy and the 
problems of Church and State. The significance 
of the monastic movement and the tumultuous 
sixteenth century Reformation will be studied in 
depth. The course concludes with an assessment 
of post-Vatican II Christendom. Required read- 
ing: R. H. Bainton, Christendom, Vols. I & II; St. 
Augustine, City of God; Martin Luther, Three 
Treatises; D. Knowles, Christian Monasticism. 
Evaluation will be based upon three one-hour 
examinations, class participation, and a brief 
paper. Offered in 1978-79, then in alternate 

CRE 242 The Buddhist Tradition 

Prof. Gilbert Johnston 

Like Christianity in the West, Buddhism in the 
East cuts across national boundaries and brings 
its distinctive influence to bear on all the cul- 
tures it encounters. This course will explore the 
meaning of Gautama's enlightenment and the 
nature of the Noble Eight-fold Path, tracing the 
development of Buddhist ideas and practices as 
they spread from India to the various countries 
of South and East Asia. Readings will include 
DeBary, ed.. The Buddhist Tradition; Rahula, 
What the Buddha Taught; Chen, Buddhism. Stu- 
dents will be expected to write two short papers: 
one, a comparative study, and the other, an 
inquiry into the meaning of a primary source. 
There will be two tests and one longer exam. 
Offered in 1979-80. 

CRE 243 Asian Religion: East Asia 

Prof. Gilbert Johnston 

Confucianism, Taoism, Shinto, and the so-called 
new religions of the modern age will be empha- 
sized in this course on the religious traditions of 
China and Japan. Attention will be given to the 
way traditional views of the world and of man's 
place in it, the nature of human society and the 
proper forms of behavior are changing in the 
face of modern pressures. Readings will include 
Chan, A Source Book in Chinese Philosophy and 
DeBary, Sources of Japanese Tradition. There 
will be two examinations and one paper. Offered 
in 1979-80. 



LRE 251 (Directed Study) Introduction to 
the Old Testament Prof. Stanley Chesnut 

A thorough study of the history, literature, and 
religion of the Old Testament, with emphasis on 
the major books of the Hebrew Bible (in English). 
With the guidance of a detailed syllabus, stu- 
dents will encounter the Pentateuch, the His- 
tory, the Prophets, and the Writings of the Old 
Testament in their historical contexts. Israelite 
religion and its development is a central feature 
of this course of study. In addition to the syl- 
labus, students will read from The New Oxford 
Annotated Bible; Anderson, Understanding the 
Old Testament; and additional related works. 
There will be several brief writing assignments 
and a comprehensive examination. Evaluation 
will be based upon the written work and the 
examination. This course is strongly recom- 
mended for students planning upper-level work 
in Bible at Eckerd College. 

LRE 252 (Directed Study) Introduction to 
the New Testament Prof. Stanley Chesnut 

Concentrating on the Gospels, this course in- 
cludes a careful study of the life and teachings of 
Jesus, as well as reading of most of the New 
Testament literature. A syllabus is provided, and 
students will work through a plan of study 
designed to introduce the most important ideas 
and events of the Gospels, Acts, the letters of 
Paul, other letters, and the Book of Revelation. 
The origins and principles of early Christianity 
are a major focus of this course of study. Re- 
quired reading assignments are in: The New 
Oxford Annotated Bible; Throckmorton (ed). 
Gospel Parallels; and Kee, Young, Froehlich, 
Understanding the New Testament. There will 
be several brief writing assignments and a com- 
prehensive final examination. Evaluation will be 
based upon the written work and the examina- 
tion. This course is strongly recommended for 
students planning upper-level work in Bible at 
Eckerd College. 

LRE 253 (Directed Study) The Life and 
Teachings of Jesus Prof. Stanley Chesnut 

This course is a survey of the life and principal 
teachings of Jesus as recorded in the Gospels of 
the New Testament. Reading of the primary 
sources is of first importance, and the syllabus 
outline will lead the student through the essen- 
tials of Jesus' life and works in the four Gospels. 
The Galilean and Judean ministries, the Sermon 
on the Mount, parables and other sayings, and 
the final days in Jerusalem are highlights of this 
study. The textbook is Burton H. Throckmorton, 
Jr. (ed.) Gospel Parallels, with additional read- 

ings assigned for the Gospel of John and for 
background. The syllabus indicates suggested 
reading in secondary sources and topics for 
research papers. There will be a comprehensive 
final examination, with evaluation based upon 
this examination and the writing assignments. 

LRE 254 (Directed Study) Archaeology and 
the Bible Prof. Stanley Chesnut 

An introduction to Biblical archaeology, de- 
signed to acquaint the student with the method- 
ology of historical inquiry through archaeology 
and the results of this inquiry for interpretation 
of the Bible. A syllabus of readings and research 
assignments provides guidance for the study of 
the development, field methods, discoveries, 
and interpretations in Biblical archaeology over 
the past century. Emphasis is upon the useful- 
ness of this work for understanding the Bible. 
Textbooks are G. Ernest Wright, Biblical Archae- 
ology, and The New Oxford Annotated Bible. A 
bibliography and supplementary readings are 
included in the syllabus, and students are 
expected to undertake several short writing 
assignments and a final examination. Evaluation 
will be based upon the written work and the 
examination. A general knowledge of the Bibli- 
cal writings would be very helpful. 

LRE 331 Contemporary Theology 

Prof. Alan Carlsten 

This course will introduce students to the major 
theologians of the twentieth century. The works 
of Barth, Niebuhr, Tillich, Cox, Heschel, Schil- 
lebeeck, Moltmann and Cone will be studied in 
depth. Urgent issues such as nuclear arms prolif- 
eration, racism, under-developed countries, 
nationalism, totalitarianism, liberation move- 
ments and sexism will be examined in the light 
of the teachings of these eminent theologians. 
Evaluation will be based upon three, one-hour 
exams and a final paper. Offered in 1979-80, 
then in alternate years. 

LRE 341 The New Religions 

Prof. Stanley Chesnut 

The search for a new spiritual understanding in 
the West has resulted in the amazing rapid 
growth of "new religions" and in new ways of 
interpreting the "old religions." This spiritual 
revolution includes such phenomena as West- 
ern Zen, Transcendental Meditation, the Jesus 
people, occultism, astrology, reincarnation, and 
drug cults. Using Jacob Needleman's The New 
Religions and the anthology Religion for a New 
Generation by Needleman, Bierman, and 
Gould, this course goes beyond a study of 
recent religious movements to examine some of 

the roots of the quest for a new religious con- 
sciousness. Requirements include seminar re- 
ports, a research project, and midterm and final 
examinations. Prerequisite: LRE 110/CRE 110 
The Study of Religion, or permission of the 
instructor. Offered in 1978-79, then in alternate 

CVS 486 Secularism and Personal Values 

Prof. Gilbert Johnston 

What are the various meanings of the word 
"secular" and how has the trend toward secular- 
ism affected the arts, literature, government, 
religious institutions, and general life styles? 
These questions will be considered as back- 
ground material for a discussion of personal 
values. Harvey Cox, The Secular City, will be 
read as representative of a positive Christian atti- 
tude toward secularism. Other readings will 
challenge this view or offer contrasting interpre- 
tations. Each student will be expected to write a 
position paper on personal values and a report 
on secularism as challenge and/or opportunity 
in a particular area of the student's concern. 
Offered in 1979-80. 


ACM 305 Resident Adviser Internship 

Student Affairs Staff 

The Resident Adviser Internship for those 
selected to be RA's is a year-long course begin- 
ning with a pre-Autumn Term Workshop. Forty- 
five hours of classroom instruction is conducted 
during Autumn Term; bi-weekly meeting of the 
total group, monthly complex meetings, on- 
duty rotation and periodic workshops constitute 
the in-service training. Topics covered include 
community and group development, communi- 
cation and paraprofessional counseling, crisis 
intervention and first aid, conflict resolution, 
leadership, assertiveness and cross-cultural 
training. Each RA will write a behavioral contract 
outlining personal objectives to accomplish pro- 
gram goals. Included in this contract will be the 
commitment to conduct three projects which 
will benefit the House, Complex and Campus. 
Evaluation will be based on successful comple- 
tion of the training, three projects, feedback 
from the House residents and cooperation with 
the Residential Affairs staff. 


The program in Russian studies integrates the 
study of the Russian language with Russian his- 

tory, Russian literature, and contemporary 
Soviet reality. Students must complete at least 
two years of college-level Russian, and finish 
five courses dealing specifically with Russia: two 
in Russian history, two in Russian literature, and 
one in Soviet Area Studies. Each student in this 
program must also choose a field of specializa- 
tion within Russian studies (usually language, 
literature, history, or social sciences) consisting 
of at least four courses in addition to those listed 
above. When appropriate these courses may be 
independent or directed studies, colloquia, 
and/or thesis preparation. All students will haye 
an oral examination covering their entire pro- 
gram, in addition to the comprehensive exam- 
ination in a field of specialization or a thesis. 

CRU no (Modes of Learning) 
CRU 102 Elementary Russian 


These courses offer intensive drill in understand- 
ing, speaking, reading, and writing grammatical 
and conversational patterns of modern Russian. 
There will be reading from simple Russian prose 
the latter part of the course. Textbooks and 
readers will be used. Evaluation will be based on 
written exercises and exams. No prerequisites 
for CRU 110; successful completion of CRU 110 
or its equivalent is prerequisite for CRU 102. 

CRU 201/202 Intermediate Russian 


These are courses in review and completion of 
basic Russian grammar, and continued work on 
conversational skills. Textbooks and readers will 
be used. Work to be submitted for evaluation: 
written exercises, exams. Prerequisite: comple- 
tion of Elementary Russian. 

CRU 301 Introduction to Russian Literature 
and Culture Prof. William Parsons 

An examination of the Russian cultural heritage, 
including a survey of Russian literature from 
Pushkin to Solzhenitsyn. Readings, short papers, 
special lectures and films, and discussions pri- 
marily in Russian. Offered in 1978-79, then in 
alternate years. 

CRU 302 Daily Life in Soviet Society 


This course examines the daily life of the Soviet 
citizen as expressed in such institutions as the 
family, education, and youth organizations, 
economic pursuits, mass media, leisure activi- 
ties, etc. Readings will include articles from cur- 
rent Soviet periodicals such as Pravda and Sput- 
nik. Students will also have the opportunity to 
pursue in greater depth a project in their special 
field of interest. Prerequisite: completion of two 



years of college Russian. Offered in 1979-80, 
then in alternate years. 

CAS 283 Soviet Area Studies 

For description see AREA STUDIES. 

For further courses see also HISTORY and LIT- 


The required courses for the sociology major are 
Introduction to Sociology, Statistical Methods, 
Research Design, and The History of Sociologi- 
cal Theory. In addition to these, each student 
selects four other sociology courses in consulta- 
tion with the Mentor. 

Students concentrating in community studies 
are required to take the following courses: 
American Community, Community Organiza- 
tion, Community Field Experience, Complex 
Organizations and Bureaucracies, Statistical 
Methods, and Research Design. In addition to 
the core courses mentioned above, a student 
may wish to undertake electives or independent 
study courses from a list of subjects which are 
compatible with a community studies concen- 

BSO 110 (Modes of Learning) Introduction 
to Sociology Prof. Jack Williams 

This course will have two goals: to introduce the 
student to the state of our knowledge on the 
nature of society and the dynamics of social 
behavior; and to address the question, "Is a sci- 
ence of society possible?" through an examina- 
tion of the means sociologists employ to investi- 
gate social behavior. The course deals with the 
possibility of a "science of society" by posing 
the fundamental questions sociologists must 
answer and by examining the applicability of 
scientific methods to those questions. It is also 
devoted to basic social issues. Attention will be 
divided between an overview of the state of our 
knowledge and a consideration of the research 
procedures most typically employed. Readings 
for the course will include an introductory 
sociology textbook and articles employing some 
of the more widely used methods of social re- 
search. Evaluation of students will be based on 
six quizzes. An extra credit term paper is option- 
al. This course is a prerequisite for all students 
planning a concentration in sociology. 

BSO 116 (Modes of Learning) The American 
Community Prof. William Winston 

This course is designed to provide a foundation 

for understanding the American community in 
its complexity, diversity, and patterned behav- 
iors, using both theoretical and case study 
approaches. Students will develop skills in iden- 
tifying and analyzing community structures and 
values, and in researching some aspects of com- 
munity. The course is open to all students. 
Texts: Perspectives on the American Com- 
munity, by Roland Warren and Communities: A 
Survey of Theories and Methods of Research, by 
Dennis E. Poplin. Evaluation will be based upon 
two examinations and a term paper. Offered in 
1979-80, then in alternate years. 

BSO 150 (Directed Study) Introduction to 
Sociology Prof. Jack Williams 

Following the outline of Broom and Selznick's 
text. Sociology: A Text with Adapted Readings, 

the course has three sections. The first develops 
an understanding of the basic tools and con- 
cepts of sociology. The "topics" in this section 
are: science and social behavior, social organiza- 
tion, culture, socialization, primary groups, 
social stratification, complex organization, col- 
lective behavior and population. The second 
section is devoted to the study of four social 
institutions: the family, education, religion, and 
law. The third section takes up major trends in 
American society: developments in racial and 
ethnic relations, urbanization, technological 
change, and political change. Students will be 
evaluated on three tasks. The student must dem- 
onstrate a working familiarity with terms and 
concepts; respond to chapter review questions 
in a paragraph (short answer) form; for each 
chapter of the text, write a one-to-three page 
essay in response to general questions. The syl- 
labus contains a complete list of terms, review 
questions and essay topics. 

BSO 220 Racial and Cultural Minorities 

Prof, jack Williams 

This course will examine the processes of 
conflict, accommodation, and assimilation in 
majority-minority relations. It will also examine 
the social, historical, cultural, political, and 
economic factors involved in racism, prejudice 
and discrimination. Required reading will con- 
sist of a basic text and several paperback books 
as supplemental material. Evaluation will be 
based on two exams and a research paper. Of- 
fered in 1979-80, then in alternate years. 

BSO 221 Juvenile Delinquency 

Prof. William Winston 

This course will attempt to analyze juvenile 
delinquency from an interactionist-labeling per- 

spective. This framework provides a basis for 
understanding not only delinquency, but also 
behavior in general. It is a general perspective 
that emphasizes (a) the collective nature of 
human behavior (looking at symbols, language 
and gestures in the formation of social action); 
(b) the dynamics of interaction between self and 
others; and (c) the processive and emergent 
nature of human interaction, and the impor- 
tance of seeing reality from the point of view of 
those engaged in action. Evaluation will be based 
upon four examinations and a term paper. 

BSO 250 (Directed Study) The Family 

Prof, jack Williams 

This course will examine the family at two con- 
ceptual levels. It will consider the family as a 
social institution, focusing primarily on the rela- 
tionship between a society's family system and 
its economy and technology, and it will also 
examine the family as a small group. In this 
context, the focus will be on the processes of 
attraction, conflict and accommodation which 
both bring families together and pull them 
apart. The texts for the course are Leslie's The 
Family in Social Context, third edition, and the 
Deloras' Intimate Life Styles. Students will be 
evaluated on the basis of extensive essays on 
seven assigned topics. 

BSO 322 Social Gerontology 

ProL William Winston 

This course concentrates on aging and age status 
as determinants of social interaction and social 
change. The first half of the course is concerned 
with social gerontology: theories of aging, 
research on life satisfaction and adjustment to 
aging; assessment of housing, medical, and 
economic needs of the elderly; death and be- 
reavement; and family life. The second half 
focuses on age and social change: parent-youth 
conflict, conflicts on institutional values, life 
goal changes, and areas of value continuity. 
Cross cultural and cross temporal comparisons 
are made. Required reading is Atchley, Social 
Forces in Later Life, and selected journal articles. 
Students will participate in a primary research 
project on aging or generational conflict/con- 
tinuity. Evaluation will be made on the written 
project, two exams, and class participation. 
Prerequisite is an introductory course in sociol- 
ogy. Introductory courses in other behavioral 
sciences are recommended preparation. 

BSO 326 The Family 

Prof. Jack Williams 

The first part of this course seeks to locate the 
contemporary American family in its cultural 

context by pointing out historical and economic 
factors involved in the development of the 
modern family, and differences between the 
American family and the family of other soci- 
eties. The second part of the course emphasizes 
sociological and psychological variables in inter- 
personal attraction, marital adjustment, and the 
socialization of children. Readings will consist of 
a comprehensive text, supplemented by journal 
articles. Students will be evaluated on the basis 
of two exams and two short papers. Prerequisite 
is an introductory course in any of the behavior- 
al sciences. 

BSO 324 Criminology Prof. William Winston 

Deviance is a social concept encompassing all 
the forms of behavior that a society deems 
threatening, harmful, or offensive. Criminality is 
also a socially dependent and culturally relative 
concept. There is a difference, however: crim- 
inality is a special subdivision of deviance that is 
expressly punishable through formal sanctions 
applied by political authorities. The authorities 
evaluate and punish rule-breaking behavior 
(and can, thereby, confer criminal status on a 
variety of individuals) by means of a "criminal- 
ization" process. The basic objective of this 
course will be to examine theories of criminal 
behavior and how various legal processes at- 
tempt to control this behavior. Texts will be 
Criminology by Sutherland and Cressey, and 
Introduction to Criminal Justice by Newman. 
Evaluation will be based on four examinations 
and several short papers. Prerequisite: an intro- 
ductory course in sociology. 

BSO 325 Community Field Experience 

Prof. William Winston 

These courses provide apprenticeships and 
internships in carefully selected community 
agency areas. Upon approval of the instructor 
and field supervisor, a mutually agreed upon 
contract is signed, identifying the particular job 
description, activities, and responsibilities of the 
student. Apprenticeships are defined as explora- 
tion into areas of personal student interest and 
of community need. Internships are defined as 
concentrated training in an area of student 
career or vocational interest. Prerequisites: 
approval of instructor and field supervisor; 
second semester Freshman standing. Limited to 
twenty students. 

BSO 328 Complex Organizations and 
Bureaucracies Prof, jack Williams 

This course will deal with the social and histori- 
cal origins of complex organizations and bu- 



reaucracies, empirical research on a variety 
of issues related to the internal dynamics of 
bureaucracy, and the behavior of organizations 
in their social and cultural environments. Read- 
ing material will consist of a basic text and 
journal articles in sociology, public administra- 
tion, political science and management. Stu- 
dents will be evaluated on the basis of two 
exams, a research paper and class participation. 
Prerequisite: Introduction to Sociology. 

BSO 350 (Directed Study) American 
Minorities Prof, jack Williams 

This course involves a detailed descriptive and 
comparative study of the history and present 
status of five American ethnic minorities. The 
student will choose five minorities from a list of 
eight and write a four part essay, based on 
assigned readings, on each minority. The eight 
minorities are: Blacks, Jews, Italian-Americans, 
Puerto Rican-Americans, Japanese-Americans, 
Chinese-Americans, Mexican-Americans and 
American Indians. Reading assignments will 
consist of one paperback book on each minority 
chosen. Evaluation will be based entirely on the 
five essays. Prerequisite: an introductory course 
in the behavioral sciences. 

BCM 260 Statistical Methods 

Profs. Jack Williams, James MacDougall 

This course introduces the principles of descrip- 
tive and inferential statistics. It has two funda- 
mental goals: (a) to develop in each student an 
intuitive understanding of basic statistical princi- 
ples and (b) to teach each student how to apply 
statistical principles and techniques to real life 
situations in a reasoned and relatively sophisti- 
cated fashion. One text will be required. Evalua- 
tion will be based on weekly quizzes and home- 
work. No mathematical preparation beyond 
algebra is assumed. Prerequisite is a behavioral 
science modes of learning course or Sopho- 
more, Junior, or Senior status. This course (or its 
equivalent) is required for all students with con- 
centrations in the behavioral sciences. 

BCM 360 Research Design 

Prof. William Winston 

The purpose of research is to discover answers 
to questions through the application of scientific 
procedures. These procedures have been devel- 
oped in order to increase the likelihood that the 
information gathered will be as relevant, reliable 
and unbiased as possible. The purpose of this 
course, then, is (1) to show how the principles of 
scientific method apply to social sciences; and 
(2) to give the beginning student an elementary 

command over the techniques being used in 
modern research. Evaluation will be based upon 
two tests, a final examination, intermittent 
assignments, and class participation. Prerequi- 
sites are an introductory course in any of the 
behavioral sciences and a basic statistics course. 

BVS 462 Social Policy Prof. William Winston 

Since the end of the Middle Ages, the develop- 
ing nation-states of Western Europe have been 
confronted with the problem of poverty. Pre- 
viously, this had been a matter of only local con- 
cern. With the emergency of national states and 
national economics, the problem of what to do 
with the poor necessarily became a matter of 
national significance. This course will attempt to 
trace various aspects of American and English 
forms of social policies and how they have 
developed over time. There is one required 
text: Poor Law to Poverty Program by Samuel 
Mencher. Evaluation will be based upon two 
one-hour tests, a final exam, and class participa- 
tion. Open to all Junior and Senior students. 


A student may major in Spanish by successfully 
completing eight of the following courses: 
Intermediate Spanish I, Intermediate Spanish II, 
Modern Spanish Novel, Latin American Novel, 
Modern Spanish Drama, Golden Age Drama, 
Cervantes, Advanced Composition, The Artistry 
of Federico Garcia Lorca I, II (directed study). 
One of the two Hispanic Area Studies (Latin 
American or Spanish) is required. Study abroad 
in the Junior year is strongly recommended. In 
addition, a concentration in Hispanic (Latin 
American or Spanish) may be planned with the 
appropriate faculty member. 

CSP 110 (Modes of Learning) 
CSP 102 Beginning Spanish I, II 

Prof. Pedro Trakas 

These courses offer intensive drill in under- 
standing, speaking, and writing Spanish. Vocab- 
ulary is presented through dialogues and varied 
exercises. There will be short speeches and 
independent laboratory practice. At the end of 
each week, there will be a review and test based 
on the entire week's work. Prerequisites: none 
for CSP 110; successful completion of CSP 110 is 
prerequisite for CSP 102. 

CSP 201 Intermediate Spanish I 

Prof. Pedro Trakas 

This course is a continuation of CSP 110-102. The 
entire semester is spent in intensive review of 
grannmar. The presentation of grammar with 
corresponding pattern drills is very thorough. 
Weekly speeches, typically based on social 
problems or items of current concern, are 
required. Independent laboratory practice on a 
weekly basis is required. Student evaluation is 
based on the weekly speeches and written tests, 
a midterm written exam and a final exam, both 
written and oral. Prerequisite: CSP 110-102 or its 
equivalent, such as two years of Spanish in 
senior high school, to be approved by the 

CSP 202 Intermediate Spanish I! 

Prof. Pedro Trakas 

An introduction to literature to be used as a 
basis for improvement in understanding, speak- 
ing, reading, and writing Spanish. Texts will 
include a book of short stories, one play, and a 
novel. Student evaluation will be based on 
weekly tests, a midterm exam, a final exam, and 
laboratory participation. Prerequisite: successful 
completion of CSP 201 or its equivalent. 

CSP 301 The Modern Spanish Novel 

Prof. Pedro Trakas 

A study of the most representative novelists 
from the Generacion del '98 to the present. The 
student will become acquainted with some of 
the best novelists of this period by reading one 
novel by each author (see instructor for list). 
One research paper, properly documented, on 
a topic mutually agreed upon by the student and 
the instructor is required. This paper is to be no 
less than 15 typewritten pages in Spanish. A mid- 
term examination is also part of the evaluation 
process. Prerequisite: successful completion of 
CSP 202 (or its equivalent) or by special permis- 
sion from the instructor. 

CSP 302 Latin American Novel 

Prof. Pedro Trakas 

A study of the most representative Latin Ameri- 
can novelists from Lizardi to the present. The 
student will become acquainted with some of 
the best novelists by reading one novel by each 
author. A term paper, properly documented, on 
a topic acceptable to the instructor, is required. 
This paper is to be no less than 15 typewritten 
pages, double-spaced, and in Spanish. There is 
also a midterm exam. Prerequisite: Spanish 301 
or special permission of the instructor. 

CSP 401 Modern Spanish Drama 

Prof. Pedro Trakas 

A study of the works of the best modern play- 
wrights from Benavente to the present. This 
course is recommended for those contemplat- 
ing a Spanish major. Students will prepare three 
questions and answers on each play, to be dis- 
cussed weekly. There will be a midterm exam on 
work done up to that point. Each student will 
submit at the end of the semester a 15-25 page 
term paper concerning some aspect of modern 
Spanish drama. All work will be in Spanish. Pre- 
requisite: successful completion of Advanced 
Spanish CSP 301-302, or its equivalent. Offered 
in 1979-80, then in alternate years. 

CSP 402 Golden Age Drama 

Prof. Pedro Trakas 

This course offers reading and analysis of some 
of the most representative plays of the period, 
including works by Lope, Tirso, Calderon, Alar- 
con, Castro, Moreto, Cervantes, Rojas Zorrilla, 
and Mira de Amescua. There will be a midterm 
examination and a term paper of 15 to 25 pages 
in length in lieu of a final exam. All work will be 
in Spanish. Prerequisite: successful completion 
of CSP 301-302, or its equivalent. Offered in 
1979-80, then in alternate years. 

CSP 403 Cervantes 

Prof. Pedro Trakas 

A thorough study of the life and works of 
Miguel de Cervantes, with special emphasis on 
the critical analysis of Don Quijote. Students will 
also be required to read one of Cervantes' 
Novelas ejamplares. A short written report in 
Spanish on the latter will be assigned. An im- 
portant part of the course will be a term paper in 
Spanish from 15-25 pages in length on some 
important aspect of Don Quijote. The topic 
must be approved by the professor. There will 
also be a midterm exam. The text is Miguel de 
Cervantes' Don Quijote de la Mancha. Prereq- 
uisites: CSP 301-302 or its equivalent. Exception- 
al cases of students who have completed only 
CSP 201-202 (or its equivalent) will be con- 
sidered. Offered in 1979-80, then in alternate 

CSP 404 Advanced Spanish Conversation 

Prof. Pedro Trakas 

The objective of this course is to develop, 
through intensive practice in speaking and 
listening, the highest possible degree of fluency, 
with stress on correct pronunciation and intona- 
tion. Topics of current events, lists of idioms, 
colloquialisms and vocabulary distinctions will 



be discussed. Weekly talks, constituting an oral 
test, will be required. The final exam will be oral. 
Prerequisite: Spanish 202 or its equivalent. 
Offered in 1979-80, then in alternate years. 

CSP/CLI 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

Prof. Pedro Trakas 

This project will study and analyze art forms 
engaged in by Lorca, with reading of his major 
literary works. Each student will write three term 
papers. The works read and the term papers will 
be in Spanish for students who have successfully 
completed Intermediate Spanish or its equiv- 
alent. They will be in English for students who 
have had less or no Spanish. 

CAS 281 Latin American Area Studies Staff 
CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

For descriptions see AREA STUDIES. 


LSH 222 The Art of Speech Communication 

Prof. Alan Carlsten 

The purpose of this course is to introduce stu- 
dents to the art of speech communication. It will 
help students to develop skills in interpersonal, 
group and public modes of speech communica- 
tion. Analysis and constructive critique of stu- 
dent performances will be aided by audio-visual 
equipment. Requirements for the course are: 
reading assigned texts, participation in class dis- 
cussions and group projects, performance of 
assigned speech communication projects. Text- 
books to be used are: Monroe and Ehninger, 
Principles and Types of Speech Communication 
(eighth edition); and Strunk and White, Ele- 
ments of Style. Evaluation will be based upon 
three written assignments (25%), five oral proj- 
ects (50%), and a final examination (25%). 

LSH 224 Communicating in a Technological 
World Prof. Alan Carlsten 

The purpose of this course is to enable students 
to communicate effectively orally and in writing, 
in business, the professions and the sciences. 
Stress will be placed upon techniques of effec- 
tive writing and public speaking. Students will 
learn to write clear, precise letters, reports and 
lectures. Oral presentations will be video-taped 
so that students may develop effective voice, 
gesture and posture patterns. Evaluation will be 
based upon written materials and oral presenta- 
tions, quizzes and two hour examinations. Re- 

quired reading, Joseph P. Dagher, Technical 
Communication: A Practical Guide. 


LSW 150 (Directed Study) Swedish I 

Prof. Alan Carlsten 

This course offers intensive drill in understand- 
ing, speaking, reading, and writing of Swedish. 
A taped program of 40 lessons prepared by the 
Swedish government forms the basis of the 
course. Textbooks which accompany the tapes 
are also prepared by the Swedish government. 
Material to be used: Radio Sweden Taped Pro- 
gram and texts. Work to be submitted for eval- 
uation will consist of quizzes and a final exami- 
nation (both written and oral). 

LSW 250 (Directed Study) Swedish 11 

Prof. Alan Carlsten 

This course offers advanced Swedish grammar 
and writing. There will be continuous drill in 
understanding and speaking as well. Recorded 
broadcasts of Radio Sweden will be used in 
laboratory work. Selected short stories will pro- 
vide skill in reading. Materials to be used: 
Martin Soderback, Advanced Spoken Swedish; 
Radio Sweden taped broadcasts. Evaluation will 
consist of quizzes and an oral and written final 
exam. Prerequisites: Swedish I. 

LSW 350 (Directed Study) Swedish III 

Prof. Alan Carlsten 

This course offers intensive study of Swedish 
literary figures. Selma Lagerlof, Strindberg, 
Lagerkvist, and Bergman will be read in Swedish. 
Stockholm's Dagens Nyheter (Sunday edition) 
will be read also. Conversation and writing skills 
will be emphasized. Materials to be used: Par 
Lagerkvist, Barabbas; Ahesuerus, Selma Lager- 
lof, Jerusalem; I Dalarna; August Strindberg, 
Samlade Skrifter. Evaluation will be based on 
papers and examination. Prerequisite: Swedish 


The B.A. in TESL is designed to prepare students 
for a career in teaching English as a second lan- 
guage. The program consists of four areas and 
includes these requirements: linguistics (Gen- 
eral Linguistics, Structure of English, History of 
the English Language, modern foreign language 
study); cultural (Bilingual Education, American 

Civilization); pedagogical (Methods of Teach- 
ing Languages, teaching internship); and profes- 
sional (Senior seminar). Students will also take 
one course each in the social sciences, American 
studies, and education, and will complete a 
Senior project. 

CTE 235 Structure of Modern American 
English Prof. Mary Paidosh 

This course is an intensive analysis of the gram- 
mar, syntax, and phonetics of standard Ameri- 
can English. Students will examine the correct 
usage of written and spoken English. Lyda E. 
LaPalombara's An Introduction to Grammar is 
the basic text of the course. Students are eval- 
uated on class discussion, quizzes, and a final 
exam. Prerequisites: LLI Linguistics, or instruc- 
tor's approval. Offered in 1978-79, then in alter- 
nate years. 

CTE 238 English Morphology 

Prof. Mary Paidosh 

This is a study of the meaningful units (mor- 
phemes) of the English language, more specif- 
ically, the parts of a word: prefixes, roots, suf- 
fixes, and endings. The study includes emphasis 
on inflectional and derivational morphemes, 
and Latin and Greek roots. Text will be Nida, 
Morphology. Students are responsible for read- 
ing assignments, homework, frequent quizzes, 
a midterm and a final exam. Prerequisite: can- 
didate in TESL certification program, or instruc- 
tor's approval. 

CTE 336 Methods of Teaching Languages 

Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop is eclectic, consisting of 
discussions on teaching methods, model dem- 
onstrations, and staff and student lesson presen- 
tations. The discussion will emphasize the 
modern methods of teaching pronunciation, 
grammar, vocabulary, the presentation of pat- 
tern practices, the construction of tests, and the 
use of the language laboratory. Readings are 
from Lado's Language Teaching and Lado's Lan- 
guage Testing. The methods discussed are also 
applicable to the teaching of English as a second 
language. Evaluation: class participation, pres- 
entation of lesson material, lab drills and follow- 
up testing. Participants are expected to develop 
their own styles and to test their assumptions 
and practices through presentations to the class. 
Prerequisite: instructor's approval. Offered in 
1978-79, then in alternate years. 

CTE 337 Methods of Teaching English as a 
Second Language ProT. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop consists of readings, dis- 
cussions, model demonstrations, and lesson 
presentations. Students will be primarily con- 
cerned with the audio-lingual approach. They 
will discuss and practice the theory of teaching 
grammar, reading, writing and speaking. They 
will also learn how to construct tests and make 
effective use of the language laboratory. Evalua- 
tion is based on class participation, classroom 
and lab-drill demonstrations, and follow-up 
testing. Prerequisites: a linguistics course and 
instructor's approval. Offered in 1979-80, then 
in alternate years. 

CTE 338 Text Evaluation and Curriculum 
Development in TESL Prof. Mary Paidosh 

The purpose of this course is twofold: to select 
and evaluate various models of linguistic 
analyses in the field of TESL; and to analyze 
factors in the development of a curriculum for 
target groups for whom English is a second lan- 
guage. Students will be asked to analyze criti- 
cally important text materials in both the 
audio-lingual and grammar-theory approaches 
to language learning. They will also deal with 
materials aimed at training students in particular 
technical skills and concepts. This evaluation 
should provide students with an understanding 
of suitable materials for specific linguistic goals 
and help in establishing an appropriate curricu- 
lum. Evaluation is based on class discussion, 
reports, and simulation projects. Prerequisite: 
Junior or Senior in TESL, or permission of in- 
structor. Offered in 1979-80, then in alternate 

CTE 350/450 (Directed Study) History of the 
English Language Prof. Mary Paidosh 

This directed study is designed to help under- 
stand the origins and development of the Eng- 
lish language so that you may know and use 
your language effectively. Its purpose is to dem- 
onstrate that the English language, like all other 
languages, has been and still is in a process of 
evolution, and will continue to evolve given its 
function as an international language and its 
contact with foreign cultures. The basic text is 
Thomas Pyles' The Origins and Development of 
the English Language. Selections are also as- 
signed from Albert Baugh's A History of the 
English Language, Brian Foster's The Changing 
English Language, and Simeon Potter's Our 



Language. Evaluation will be based on four 
objective examinations and a term paper. Pre- 
requisite: instructor's permission. 

CTE 435 Senior Seminar in TESL 

Prof. Mary Paidosh 

Students will discuss and analyze problems 
related to the teaching of TESL to both national 
and multinational groups, This seminar will tie 
together principles of educational psychology, 
methodology of second-language acquisition, 
and study the processes by which children and 
adults acquire specified elements of language. 
This seminar will be used to select and complete 
an independent professional project. The proj- 
ect may be developed in one of the following 
ways: undertaking a work experience with ELS 
and fully documenting that the experience has 
been educational and professionally relevant; 
creating materials and showing that the student 
has contributed to his/her own educational 
development and that materials created are of 
value to the teaching community; designing a 
program for which there is an existing need, 
with the expectation that attempts will be made 
to implement and evaluate the program; and 
undertaking research in a given subject on 
which a thesis will be presented. Evaluation is 
based on group discussion, oral presentations, 
final project. Prerequisite: Senior in TESL or 
instructor's approval. Offered in 1978-79, then in 
alternate years. 


Theatre study at Eckerd centers in the experi- 
ences of theatre- or dance-making; emphasis is 
placed on process and growth rather than upon 
the accumulation and distribution of course 
credits. It is expected that those who elect to 
concentrate in theatre will be involved regularly 
in creative work; breadth and balance will grow 
out of discovered interests and needs. With the 
Mentor, each student will work out a program 
of art-making which will include work in pro- 
duction and performance skills, in the history 
and theory of performance arts, and in dramatic 
literature. Each student is expected to concen- 
trate on a major creative work as a Senior proj- 
ect. Some time should be spent away from 
campus on an apprenticeship, in study at a 
major theatre center (generally London), or on 
a special summer program of participation in the 
performance arts. 

The Palisades Theatre Company, a touring en- 
semble specializing in work with young people, 
is based at Eckerd and works closely to provide 
professional resources for the theatre program. 

ATH 110 (Modes of Learning) Movement as 
a Mode of Learning Staff 

The significance of the body moving in space 
can be appreciated by studying the history and 
theory of dance and other movement systems. 
Also it can be experienced by "trying on" 
various modes of movement: yoga. Ballet, T'ai 
Chi Chuan, del Sarte, etc. This course will 
attempt to combine theoretical study and studio 
work in the exploration of movement. Areas of 
study and studio work will be selected each year 
utilizing resource people available in the area. 
Experience in dance or other movement systems 
is not a prerequisite, but students will be ex- 
pected to move as well as to talk about move- 

ATH 117 (Modes of Learning) 

The Living Theatre Staff 

The student will- be introduced to the study and 
to the art of the theatre. Representative scripts 
will serve as the starting point for the discussion 
of the literature, the production and the place of 
particular productions in their community and 
in history. The theatre is not only something to 
know about, it is a way of knowing. While this 
course does not hope to provide training in per- 
formance skills, it will attempt to use theatre 
making projects as a way of developing sensi- 
tivity to theatre as a way of confronting life. In 
addition to the more traditional analytical skills 
which involve reading, writing, discussion and 
research, the student will be asked to "try on" 
some of the theatre arts involved in production 
(acting, staging, criticism, etc.) Class discussion 
will alternate with laboratory studio work for 
approximately six hours each week in addition 
to other preparatory group and individual work. 
Attendance at designated performances, films, 
and rehearsals is expected. Reports, critiques 
and creative projects are required. 

ATH 261 Technical Workshop in Staging 


This workshop will provide studio experience in 
the crafts of staging. Lighting, scene construc- 
tion, costuming, makeup and property con- 
struction will be introduced. Special emphasis 
will be placed on one or more selected areas. 
Readings in design, technique and general 
theatre practice will be assigned — creative proj- 
ects will be encouraged. The workshop will be 
related to the regular production schedule of 
the theatre. Evaluation will be based upon dem- 
onstrated knowledge of techniques as shown in 
the shop, the completion of selected projects, 
and upon participation as an artist-technician in 
a functioning theatre. 

ATH 262 Theatre in the Mass Media 


Students will study some of the basic relation- 
ships between traditional arts and the electronic 
areas of television and the motion picture. These 
"new arts" will be examined with an effort to 
determine their basic elements and to describe 
some of their important historical develop- 
ments. Classes for discussion and group projects 
will meet regularly and time should be reserved 
for regular attendance at films and television 
watching. Films available on campus and in the 
community will be examined and discussed. This 
is not a course in film-making although students 
may want to involve themselves in independent 
film and television projects. Participation in class 
discussion, attendance at films, critiques and 
reports are required. 

ATH 263 Performance Workshop 


This workshop will provide a series of studio 
exercises designed to explore approaches to 
performance and to try out the techniques of 
acting. Role study, improvisation, movement, 
voice, scene study and other aspects of perform- 
ance will be introduced. Relevant theory will be 
discussed, in addition to regular group sessions, 
rehearsals and coaching sessions will be re- 
quired. The workshop will be related to the 
regular production schedule of the theatre. Per- 
formances before audiences other than the class 
will be encouraged but not required. Required 
texts will be The Presence of the Actor by 
Joseph Chaikin and Acting is Believing by 
Charles McCaw. In addition, there will be a 
number of play texts. Evaluation will be based 
upon willingness to participate in assigned exer- 
cises, projects, preparation of materials, contri- 
bution to group discussions and activities, and 
an assessment of progress in the art of perform- 

ATH 266/267 Theatre Projects I Staff 

Work in theatre projects can involve participa- 
tion in a wide variety of theatre enterprises. It 
represents the core of "theatre making" at 
Eckerd. Opportunities to participate in produc- 
tion, in workshops devoted to performance and 
to the crafts of the theatre, in critiques, and in 
other projects are provided. Participation and 
responsibilities will grow out of the disciplines 
of the selected projects. It is recommended that 
work be distributed over two modules. The 
course may be repeated for credit. 

ATH 276 Dance 


Opportunity will be provided for training in 
dance and movement primarily in the modern 

dance tradition. Students interested in move- 
ment as personal expression and those inter- 
ested in dance performance are invited to 
participate. As the year progresses, different 
projects will be established depending rjn the 
level of preparation and interests of the students 
(dance composition, readings, viewing and cri- 
tiquing of dance performances for example). 
Evaluation will be based upon regular, active 
participation in class, quality of projects sub- 
mitted, and developed ability in technique and 
improvisation. Class limit of 18. 

ATH 326 Choreography: The Art of Making 
Dance Staff 

In this course we will explore the process of 
dance composition. Basic choreographic tech- 
niques will be taught and others evolved by the 
creative reconstruction of primary techniques. 
The class will serve as a laboratory for experi- 
mentation and our best work will culminate in 
the production of the spring dance concert. Stu- 
dents already possessing fundamental skills in 
modern dance are invited to audition for the 
class. Evaluation will be based on student's 
developed ability in composition, effectiveness 
of class presentations and assignments, and 
degree of participation in dance concert. Per- 
mission of instructor is required. 

ATH 366/367 Theatre Projects II 


Theatre Projects II is primarily for work on indi- 
vidual projects in performance and production, 
and will ordinarily be built around a single 
undertaking such as a major production assign- 
ment. The course is for experienced students 
and enrollment requires prior arrangement with 
the faculty. Assignments to particular projects 
may sometimes be made on the basis of tryouts. 
Students are expected to attend regularly sched- 
uled theatre projects critique sessions. This 
course may be undertaken for one module or 
for 14 weeks and for one or one-half credit unit. 

ATH 376/377 Dance II 


Dance II is for students with some experience 
and for those who are interested in special proj- 
ects in choreography and dance performance. 
Assignments to Dance II will be made by the 
instructor following conferences and possible 
auditions. Evaluation will be based upon regular, 
active participation in class, quality of projects 
submitted and developed ability in technique 
and improvisation. Permission of instructor is 
required. Class limit of 18. 

pcKfm cnwfcf 


ATH 461 The Uses of the Theatre 

Prof. James Carlson 

For description see AVS 481 

ATH 472 Directors Workshop 

Prof. James Carlson 

The workshop will focus on analysis of the work 
to find its theatrical shape; the development of 
the elements of production and performance 
which express the shape, the realization of a 
work on stage. General and theoretical consid- 
erations will be studied in reference to specific 
projects in theatre making. Selected short plays 
and scenes will serve as studio exercises. Each 
student will prepare a production book which 
contains a complete plan for directing and stag- 
ing a selected play. Students may also prepare 
for the direction of a short play in the regular 
theatre season; sometimes this will be their 
Senior project. Permission is required. Offered 
in 1978-79 and in alternate years. 

AVS 481 /ATH 461 The Uses of the Theatre 

Prof. James Carlson 

Theatre may justify itself exclusively in aesthetic 
terms. It may also be used as a tool: for instruc- 
tion, for therapy, in role playing, for the handi- 
capped, as an instrument of persuasion. This 
seminar will explore selected uses of theatre and 
will relate them to various institutions and com- 
munity situations. These explorations and the 
laboratory practice which will accompany them 
will be of special use to teachers, recreational 
leaders, group workers and others seeking to 
employ theatrical methods in social situations. 
There will be required background readings, 
reports, investigations and a special project. 
Open to all students. 


FVS 181 Inquiry and Human Nature Staff 

This course will focus on the problems of defin- 
ing human nature and viewpoints taken by 
various disciplines such as anthropology, psy- 
chology, and the humanities. The course will use 
a variety of approaches: lectures, films and dem- 
onstrations, discussions, projects, reports in the 
seminar groups, and individual work between 
student and Mentor. Evaluation will be based 
upon discussion, four or five papers or projects, 
and a final examination. 

FVS 182 Values and the Search for Spirit 


An extension of the first seminar, the objectives 
of the course are: 1) to explore the spiritual 
dimensions of mankind; 2) to probe one's own 
identity; 3) to encourage respect for each 
other's beliefs; 4) to encounter the range of 
spiritual reality in art and act; 5) to consider the 
importance of faith for life on Spaceship Earth 
now and in the future. Five major issues (Medi- 
tation, Suffering, Redemption, Action, and 
Vision) serve as the core around which revolve 
readings, lectures, discussions, and workshops, 
at which students experience specific spiritual 
dimensions. Evaluation will be based on a jour- 
nal, written and creative projects, an oral report 
and contribution to discussions. 

For upper division Values Sequence colloquia, 
see Index. 


Please see ART 


FDN 121/123 Communications: Writing 
Skills Staff 

FDN 122/124 Communications: Writing 
Skills for Non-Native Speakers of English 

Each course is one in a series designed to de- 
velop general learning skills through study and 
practice of writing, vocabulary expansion, and 
research. Initial diagnostic testing will determine 
the student's level of competency. The purpose 
of each class section in the series is the same: to 
encourage and assist each student to acquire the 
skills and techniques necessary for clear self- 
expression in written English, for thoughtful and 
precise exploration, articulation and support of 
ideas. Evaluation will be based upon weekly 
essays, vocabulary quizzes, homework exercises, 
midterm and final examinations, participation in 
classes, individual conferences and tutorials, and 
possibly a brief research paper. Texts to be 
announced. In accordance with the educational 
objectives of the college as delineated in its 
Mission Statement, entering students may be 
required to enroll in one or more of these 





FDN 130 Photography: Science and Art 

Prof. Wilbur Block 

The medium of photography can be utilized in 
many ways for self-expression. This project will 
emphasize both the technical and artistic aspects 
of the subject. Text materials will be used as 
background for seminars concentrating on the 
chemistry of the formation and development of 
the latent image on film, as well as composition 
and darkroom technology resulting in finished 
prints. The student must furnish his/her own 
camera and provide his/her own film and paper. 
Darkroom facilities and ordinary chemicals for 
black and white processing will be supplied. 
Evaluation will be based on the student's partici- 
pation in the seminars, understanding of the sub- 
ject matter, the quality of prints representative of 
his/her original work, and a log book of exposure 
and processing data. 

FDN 131 International Folk Dancing 

Prof. Richard Bredenberg 

This project will require a considerable time and 
energy commitment, involve extensive group 
participation, and should be a most enjoyable 
experience. Participants will learn to dance, to 
perform, and teach folk dances from around the 
world. The class will attend International and 
Ethnic Folk Dances in the area. Each student will 
make a folk dance tape or record collection for 
personal use, and assemble or make a folk dance 
costume. Each student will be expected to con- 
tribute a small amount of money ($15-$20) to 
cover these activities and materials. The project 
should be especially appealing to future teachers 
and recreation leaders but also to those who 
wish to enjoy dancing and the experience of this 
aspect of foreign culture. Evaluation will be 
based upon improvement in dancing and teach- 
ing skills, participation, leadership, and two pro- 
jects. The text will be Jane A. Harris, Ann Pitman, 
Marlys S. Waller, Dance A While. 

FDN 132 The Art of Public Debate 

Prof. Alan Carlsten 

Recent history has indicated the urgent necessity 
of informed, rational public debate of all issues 
confronting the human community. This project 
will probe the structure and elements of public 
debate, laying stress on the nature of the debat- 
ing process and the rules of evidence used in the 
arguments. Types of reasoning — deductive, in- 
ductive, Toulmin inferential — will be studied 
and applied in actual debating situations. Ample 

opportunity will be afforded to every student for 
participation in debate. Individual and team de- 
bate will alternate. Video-tape equipment will be 
used extensively so that students may learn effec- 
tive use of voice and body movement. Required 
reading: Otto F. Bauer, Fundamentals of Debate, 
Theory and Practice. Evaluation will be based on 
participation in class debates and a brief paper. 

FDN 133 Journalism Prof . Howard Carter 

We shall review some of the forms and traditions 
of journalism, using a text and local media. We 
shall practice our own writing in straight news, 
feature, editorial, and interview formats, working 
toward production of an Eckerd College student 
newspaper. As time permits, we shall have a look 
at underground journalism, the "new jour- 
nalism," photojournalism, or other topics accord- 
ing to students' interests. Evaluation will be on 
participation, quality and improvement of writ- 
ing, and general understanding of the term's 

FDN 134 Fantasy Workshop 

Prof. James Crane 

This workshop is designed to open the doors of 
the imagination to fresh experience, new con- 
nections and alternative meanings. We will begin 
with a series of group experiences in imagina- 
tion, including fantasy trips, role playing, collage 
and Dadaistic poetry. Our focus will shift to indi- 
vidual and small group expressions in poetry, 
drawing, music, photography, or other media. 
This is not a project in art techniques. You are 
expected to enter with some experience in any 
art form, a willingness to take risks, and a sense 
of anticipation! Evaluation will be based on par- 
ticipation as well as the quantity and imaginative 
quality of work produced. Students will be ex- 
pected to furnish their own materials. 

FDN 135 The Shadow of Death 

Prof. Keith Irwin 

It has been said that two things we can't look at 
directly are the sun and death. This project will 
seek to develop a description of death by looking 
at it indirectly, from its shadow. From literature's 
imaginative and symbolic material, what descrip- 
tions have been offered of the anticipation and 
experience of dying? What are the biological 
facts? Existentialists claim we must face the fact of 
our own death. What is it we are called on to 
face? What light do our religious and philosophi- 
cal traditions throw on our encounter with 



death? From psychological, literary, anthropolog- 
ical, medical, religious and philosophical mater- 
ials much evidence can be gathered to help an- 
swer these questions. After common considera- 
tion of some basic materials, individual members 
will develop topics from the above fields of their 
own choosing. Evaluation will be based on gen- 
eral participation in the project and the de- 
velopment of skill in presenting orally and in writ- 
ing an interesting and informative research re- 
port. The common readings will include Tolstoy's 
The Death of Ivan llyich, Wyschogrod's The 
Phenomenon of Death, Dunne's Time and Death, 
and Stendahl's Immortality and Resurrection. 

FDN 136 Passage to Identity 

Profs. Gil Johnston 
Sheila Johnston 

Much is being written and said these days about 
human passages; about the stages through 
which people pass on their way to maturity and 
the events that mark life's various turning points. 
What goes into the making of a mature adult? 
What guidelines are there for discovering and de- 
fining personal identity? These questions are 
psychological in nature, yet their answers are not 
to be found within the confines of any one 
academic discipline. Anthropology, religious 
studies and literature, for example, supplement 
the basic work of psychologists in their effort to 
understand human development. These 
supplementary sources will be particularly em- 
phasized in this project, whose purpose is to 
help students move through their own "passage 
to identity" by making clear what resources — 
both academic and personal — are available to 
them. The group will read Erik Erikson's Young 
Man Luther and a variety of selected articles and 
essays that pertain to rites of passage, develop- 
mental stages, and personal identity. Evaluation 
will be based on class participation and a written 
summary paper employing concepts learned 
through the readings and group discussions. 

FDN 137 Opinion: Yours, Mine, Ours, Pub- 

Prof. Anne Murphy 

You will do a survey yourself, "taking the temper- 
ature" of the Eckerd College autumn term, and 
publishing a profile of your own Freshman class. 
You will also cooperate in a survey of the sur- 
rounding community, learning the correct and 
incorrect ways of wording questions, of conduct- 
ing face-to-face interviews, of compiling data, 
and of interpreting the information you collect. 
The opinion project will also illustrate the limita- 
tions of opinion sampling and associated fact- 

FDN 138 The Magic of Chemistry 

Prof. Richard Neithamer 

Chemistry plays an exceedingly important part in 
everyone's everyday life. Its role extends to the 
food we eat, the clothes we wear, the air we 
breathe, the water we drink, the medications we 
take, and beyond. Too often chemistry is seen as 
a foreboding discipline fraught with a variety of 
evils. However, chemistry can be fun and enter- 
taining as well. In this project, students will delve 
into the realm of chemical magic. Not only will 
they discover and develop a variety of magic 
tricks working as individuals or in groups, but 
they will investigate and learn the chemical prin- 
ciples upon which the tricks are based. Library 
reference works on chemical magic and the Jour- 
nal of Chemical Education will be used exten- 
sively. Students will be expected to maintain a 
laboratory notebook, participate in discussions 
concerning the tricks devised and participate in a 
final magic show at the end of autumn term. Per- 
formance in these areas will constitute the basis 
of evaluation. 

FDN 139 The Tolerance of Marine 
Organisms to Environmental Factors 

Prof. George Reid 

One of the most pervasive principles in ecology 
is the "Law of Limiting Factors." It implies that the 
composition of ecological communities is deter- 
mined by the limits of tolerance of the inhab- 
itants to one or more physico-chemical and 
biological characters of the environment. This 
project is designed to permit experimentation on 
the reaction of selected animals to extremes in 
environmental factors such as temperature, salin- 
ity, pH, detergents, pesticides, and others, de- 
pending upon student interests. Local animals 
collected by students will be used in controls and 
experimental tanks. A report will be prepared in 
scientific style and a seminar will be held in 
which students tell of their work. Texts are 
Odum, Ecology and selected articles from jour- 
nals. Evaluation will be based on class participa- 
tion and a written report. 

FDN 140 The Social Psychology 
of Romantic Love 

Prof. Jack Williams 

This course will examine a variety of social and 
psychological theories which purport to account 
for the phenomenon we call romantic love. Dur- 
ing the first week of the course we will examine 
the importance of the "romantic love complex" 
to western industrial societies and contrast this 
pattern with the relative unimportance of roman- 
tic love in many other societies. In the second 
week we will investigate social psychological 

theories and research. The third week will be de- 
voted to integrating social and psychological 
perspectives and to reviewing the professor's 
own research in the area. 

FDN 141 Living in the U.S.A. 
(Especially for International Students) 

Profs. Kenneth Keeton, 
Dudley DeCroot 

This project is an introduction to living in the 
U.S. and Florida, in particular. Discussions will 
center around everyday problems, college living, 
comparative customs, systems, and attitudes. Re- 
source people will discuss various aspects of U.S. 
culture and life. Field trips are planned for the 
local area. Reading requirements are Living in the 
U.S.A. by Alison Lanier, and a three-week sub- 
scription to the St. Petersburg Times. Evaluation 
will be based on a daily journal, group participa- 
tion in discussions and activities, and a final pro- 
ject which reflects autumn term experiences. 

FDN 142 An Introduction to 
Psychology through Science Fiction 

Prof. Sal Capobianco 

This project will introduce the science of 
psychology and its subject matter, behavior, by 
applying basic behavioral principles to science 
fiction. Psychology and literature have similar 
goals: the understanding of the individual in rela- 
tion to his society. Science fiction adds still 
another dimension in bringing these fields to- 
gether by examining the effects of a highly 
technological society on individual behavior. We 
will read a collection of science fiction works 
which deal with such basic psychological proces- 
ses as learning, sensation and perception de- 
velopment, personality disorders, and bio- 
psychology. These readings will be supplement- 
ed by an occasional science fiction film empha- 
sizing behavioral variables. From these readings 
and films you will be asked to generalize and 
formulate the relevant psychological concepts in 
group discussions. The final project and final syn- 
thesizing exam will require that you integrate the 
psychological and literary material obtained from 
viewing, reading, and discussing, into an original 
short story dealing with psychology and science 


An "A" after the number in a winter term 
project indicates that the project is an 
alternate to an off-campus winter term 
project, and will be offered only if the 
off-campus winter term project is 



BWT 1 Subcultures and Deviance 

Prof. Ted Dembroski 

This project will focus on people, life styles, oc- 
cupations, acts, and especially subcultures that in 
some way are considered abnormal. It is not a 
project in psychopathology, but deals instead 
with the problem of being different in a culture 
that may formally or informally stigmatize those 
who are different. The topic will be approached 
in three ways: examination of theories and 
hypotheses concerning subcultures and de- 
viance; discussions of essays based on interviews 
and/or naturalistic observation; the analysis of 
scientific experimental studies in social psychol- 
ogy. Two or three books and selected articles are 
required reading. Data collection and analysis, a 
research report, a class presentation, and in- 
volved discussion are also required. Evaluations 
will be based on the originality, rigor, and scholar- 
ly contribution of the student's participation and 
work. Prerequisite is an introductory course in a 
behavioral science. 

BWT 2 Psychology and Medicine 

Prof. James MacDougall 

The purpose of this project is to acquaint stu- 
dents with the many ways in which psychological 
factors contribute to or are essential features of 
physical disease states and associated therapeu- 
tic techniques. Students will become familiar 
with the basic literature in psychosomatic 
medicine and will then undertake a library re- 
search project into some topic of personal in- 
terest such as Type A Coronary Prone behavior, 
hypertension, or psychosurgery. Text to be an- 
nounced. Evaluation will be based on the quality 
of the research paper and class participation. The 
only prerequisite is an introductory course in 



BWT 3 Nuclear War 

Prof. Tom Oberhofer 

This project will explore the likelihood and impli- 
cations of nuclear war. Students will focus on na- 
tional defense strategies, weapons technology, 
civil defense and disaster preparedness, and 
postwar recovery scenarios. The project will 
combine classroom activities with independent 
study opportunities. Reading will includes civil- 
ian and government publications. Evaluation will 
be based on a research project and class partici- 

BWT 4 Operation Enterprise 

Prof. Robin Schade 

Operation Enterprise is an experience in leader- 
ship, professional management and organiza- 
tional dynamics conducted under the auspices of 
the American Management Associations. 
Through direct involvement with leading prac- 
titioners from diverse fields of management, stu- 
dents will learn concepts, skills and techniques 
applicable to management in such areas as gov- 
ernment, education, labor, politics and the busi- 
ness enterprise. A wide variety of methodologies 
will be utilized, including lectures, discussions, 
simulations, role playing, small group work and 
management games. 

BWT 5 A Florida Banking and 
State Economic Growth 

Prof. Philip Siegel 

The objective of this project is to explore recent 
developments in Florida's state banking structure 
and its impact and portents for economic growth 
within the state. The topics covered will include: 
Florida's role in international finance, both be- 
fore and after the new international bank law; 
bank lending policies during the past few years; 
and future bank activity and trends. The 
methodology will be to compare bank activity 
over time, compare Florida banking to nearby 
competitors, such as Georgia (Atlanta) and to 
contrast Florida banks' financial statements with 
those of other international banks. 

BWT 6 Management in the Year 2000 

Prof. Bart Tebbs 

This project will focus on the question "What 
should be done now to prepare managers for the 
world ahead?" William H. Newman's collection of 
readings from the 1977 Columbia Graduate 
School of Business Symposium on Managers for 
the Year 2000 will be the catalyst for the seminar 
discussions and for individual projects. Evalua- 
tion will be based on participation, presenta- 
tions, a journal, and a paper. 

BWT 7 Human Ecology 

Prof. William Winston 

We are the first generation of Americans to face 
the reality that we have squandered, often inad- 
vertently, much of our precious heritage of clean 
air and water, unspoiled land, and abundant re- 
sources. Over the last decade, we have become 
seriously concerned about the health and aesthe- 
tic problems caused by water fouled with indus- 
trial and municipal sewage, and air choked with 
smokestack and tailpipe emissions. At the same 
time, we are coming to a realization that the vital 
resources with which we build and fuel our in- 
dustrial society exist in a finite supply. This pro- 
ject will deal with the social implications of this 
situation. Texts: Population, Resources, and Envi- 
ronment by Ehrlich & Ehrlich and This Hungry 
Planet by Georg Borgstrom. Dr. Fred Cottrell, au- 
thor of Energy and Society, will be a speaker. 
Evaluation is based on discussion and a paper. 

BWT 8 The Energy Problem: 
Now and the Future 

Prof. Peter Hammerschmidt 

This project will look to the future, specifically 
with respect to examining the current U.S. 
energy picture and the future energy needs and 
available sources of supply. A text. Option for 
U.S. Energy Policy, will be used and students will 
be expected to develop their own energy policy. 
This student project will include (but is not lim- 
ited to) an analysis of future energy needs, possi- 
ble alternatives for meeting those needs, the so- 
cial and economic costs and benefits of the alter- 
natives, and the potential policies for implement- 
ing the various options. 


CWT 1A Writing Skills for 
International Students 

Prof. Mary Paidosh 

This course is a step-by-step approach to writing 
for international students. It emphasizes five im- 
portant aspects of writing: how paragraphs are 
put together; paragraphs and short themes; ar- 
gumentative themes; judging and polishing 
paragraphs and themes; and reading and sum- 
mary writing. The text is Barbara Scale's Writing 
Efficiently (Prentice-Hall). The course will consist 
of lectures and workshops. Evaluation: writing 
assignments both inside and outside class; regu- 
lar attendance; and a term paper. Prerequisite: 
non-native speakers of English. 

CWT 2 Speaking Russian 

Prof. William Parsons 

This project in conversational Russian will em- 
phasize verbal communication for students who 
have had no previous experience with the Rus- 
sian language. Understanding and speaking Rus- 
sian will be introduced before tackling the un- 
familiar alphabet and the complexities of gram- 
mar. Students will participate in a variety of class- 
room activities (including the suggestopedic) 
weekday mornings for two hours and will com- 
plete homework assignments with cassette tape 
recorders. Several excursions will be planned in 
the Tampa Bay Area where communication in 
Russian will be possible. Although some readings 
about the Russian language and the Soviet Union 
will be required, the final evaluation for this pro- 
ject will be based on the acquisition of verbal 
skills, determined by weekly conversational 
exercises and a final oral exam. A basic ability to 
make oneself understood in Russian is guaran- 
teed to all students who complete this project 

CWT 3A Listening to Spanish for Pleasure 

Prof. Pedro Trakas 

Students will listen to tapes graded according to 
their level for a minimum of two hours daily in 
the language lab. Comprehension of the tapes 
will be demonstrated by writing resumes in Eng- 
lish to be turned in daily. Each student will have a 
weekly session with the project director, when 
the student may give an oral rather than a written 
resume of one of the longer tapes. This resume 
may be in Spanish. Tapes cover a broad range of 
interests, with a great variety of native voices and 
differences of pronunciation, and include 
poems, essays, plays, passages from novels, fa- 
bles, anecdotes, narrations (history, geography, 
culture), dialogues, jokes, songs. The number of 
tapes listened to and the degree of comprehen- 
sion achieved as reflected in the resumes will be 
the basis of evaluation, as well as a final exam 
which will involve hearing a tape for the first time 
and writing a resume of it in English. Prerequi- 
sites: elementary level, one year or equivalent of 
college Spanish; intermediate, two years or 
equivalent; advanced, three or more years or 


AWT 1 Theatre Production 

Prof. Don Cunningham 

Students will engage in various aspects of theatre 
production. Specific assignments will grow out of 
the productions undertaken and it is expected 
that three or more short works will be prepared. 

In addition to rehearsals and production assign- 
ments, students will be expected to attend regu- 
lar critique sessions and to participate in techni- 
cal exercises as scheduled. Because of the group 
nature of the projects involved, students will be 
expected to be on campus and on call through- 
out the period of the winter term. Permission 

AWT 2 Clay Workshop: Raku Technique 

Prof. John Eckert 

This project is open to both beginning and ad- 
vanced students. The experience will center 
around the traditional Japanese Raku technique 
of firing and variations on that method. Basically, 
the ware is bisque fired and then glazed with a 
low melting glaze and returned to a pre-heated 
kiln. When the glaze has become molten, the 
pieces are pulled from the kiln with tongs and 
smothered in sawdust or quenched in water. The 
process and results are brilliant and dramatic 
compared to regular kiln firing. Students may use 
hand built or wheel thrown pieces of sculpture 
or pottery, but no instruction will be given in 
wheel throwing. Beginning students will be in- 
structed in handbuilding techniques, but are en- 
couraged to get as much experience as possible 
before the course begins since glazing and firing 
are the major emphasis of the course. Evaluation 
will be based on the student's learning process as 
evidenced by the quantity and quality of finished 
pieces. Each student will be responsible for 
showing all of his work at an interview at the end 
of the course. There will be a materials fee of $10. 

AWT 3 Contemporary Literature in Florida 

Prof. Richard Mathews 

The unique climate, geography, history, and at- 
mosphere of Florida have attracted a wide cross- 
section of major contemporary authors. This pro- 
ject will read works written in and about the 
state, visit important literary sites and landmarks 
(including Marjorie Kinnan Rawlings' home at 
Cross Creek) and hear guest readings and dis- 
cussions by writers currently living in Florida. 
Texts will include works by Marjorie Kinnan Rawl- 
ings, Ernest Hemingway, Erskine Caldwell, Ten- 
nessee Williams, James Leo Herlihy, Thomas 
McGuane, Piers Anthony, Harry Crews, etc. 
Evaluation will be based upon one research 
paper and a final exam. Prerequisite is at least 
one course in literature. 

AWT 4 Project in Elementary 
Education Methods 

Prof. Molly Ransbury 

This project is a continuation of Elementary Edu- 
cation Methods 1, and is designed to offer the 



student the opportunity to delve more deeply 
into methodological theory, to observe applica- 
tion of that theory in actual practice, and to in- 
corporate theory and practice into a personal 
concept of teaching behavior. Observation and 
participation in the elementary school is 
supplemented by seminars and individual con- 
ferences. Evaluation is based on a comprehen- 
sive observation journal as well as development 
of creative manipulatives which enhance instruc- 
tional methodology. 

AWT 5 A Flags and Banners — Fiber Art 

Prof. Margaret Rigg 

This project will deal with the craft areas of 
stitchery, fibers, design and function in making 
FLAGS and BANNERS — to hang and fly from the 
EC flagpoles along the entrance road and the 
theatre. As works are finished, they will be flown, 
or hung, from our flagpoles — not only for 
exhibit purposes, but to test the durability of the 
individual craft work of sewing the fibers, color 
last, and strength when hung in the sun, wind, 
and rain/dew during the month. Materials incor- 
porated in these works may be: plastic materials, 
styrofoam, twines, cotton cloth, paints, wool, 
polyester, hair, metals and other found materials 
as well as papers and boards. The sky is literally 
the limit! Each person in this project will be 
graded on the production and hanging of one 
finished piece for each week of the winter term. 

AWT 6 Education in the Year 2000: 
Variations on the Theme of Innovation 

Prof. Frank Schorn 

This project will explore futuristic issues and 
trends in education. Students will tour innovative 
learning centers throughout Florida. Visits will 
focus on the creative utilization of space as well 
as instructional alternatives. The two week semi- 
nar at Eckerd will include an examination of the 
creative utilization of human and material re- 
sources. In addition, such topics as futuristics, 
international education and educational 
technology will be considered. The program will 
involve a three-day orientation at Eckerd College 
followed by two weeks of travel and concluding 
with a one week seminar on campus. Students 
are required to keep a journal and will submit a 
brief paper at the end of the term. Students are 
responsible for any supplemental travel costs. 

AWT 7A Pinhole Photography 

Prof. Arthur Skinner 

This project is designed to introduce the student 
to the phenomenon of photography by means of 
the pinhole camera. Students will design and 

build their own box cameras, experimenting with 
different materials, sizes, focal lengths, focal 
planes, papers, and films. A portfolio of 20 
finished mounted pinhole photographs is ex- 
pected. Cameras and photographs will be 
evaluated on the basis of craftsmanship, imagina- 
tion, and sensitivity to the medium. There is no 
required text. Materials cost — perhaps up to $15. 
Class limit of 20. 

AWT 8 Women in Sports 

Prof. Claire Stiles 

This project will focus on the rapidly changing 
trends in the women's sports movement. Stu- 
dents will explore the topic from a sociopsycho- 
logical, historical, physiological, and legal per- 
spective with an emphasis on intercollegiate ath- 
letics. The objective of this project is the de- 
velopment of a greater understanding of the 
female athlete and the influence of the feminist 
movement as related to her sport involvement. 
Attendance at a number of women's sporting 
events will be required of all participants. The 
text will be The American Woman in Sport, 
Gerber, Felshin, Berlin, Wyrick, 1974. Pertinent 
readings will also be assigned in library reserve 
books and readings. Evaluation will be based on 
participation in group sessions, a term paper, and 
an oral presentation to the class. 


LWT 1 Imagesof Women in French 
Literature (In Translation or in French) 

Prof. Rejane Genz 

The women's movement has given rise to a new 
kind of criticism, using literature as a barometer 
of a particular society's attitude toward women. 
In the course of this project, we will study the 
works of such famous writers as Moliere, Stend- 
hal, Balzac, Flaubert, Mauriac, Colette, from the 
point of view of their portrayal of women. We will 
endeavor to place these literary works in the con- 
text of the period to which they belong (from the 
seventeenth to the twentieth century) in order to 
study the influence of the social structures on the 
authors' concept of women, and conversely, we 
will theorize on the influence that this literature 
had in shaping a particular society's view of 
women. Evaluation will be based on discussion, 
writing, and a research paper. 

LWT 2 The South in American History 

Prof. William McKee 

What is "the South"? Is there a "Southern iden- 
tity"? In this project students will examine some 
aspect of Southern history since the Civil War in 
an attempt to define the place of the South in 
American history. Specific research topics might 

include the heritage of Reconstruction, the Pro- 
gressive Movement in the South, Black history, 
the history of race relations, economic and social 
change, religion in the South, and the sectional 
theme in Southern literature. Students will write 
a research paper relating their topic to the gen- 
eral problem of defining Southern identity. Each 
student should read Woodward, The Burden of 
Southern History, and Grantham, The South and 
the Sectional Image, at the beginningof the term. 

LWT 3 The Art of Biography 

Prof. James Matthews 

This project will examine the special demands of 
biographical writing, particularly the pressing 
contention between art and actuality. In addition 
to Maurois' Aspects of Biography, students will be 
required to read and review four biographies, 
one of which is to be compared with the available 
autobiography and one with a collection of let- 
ters. During the final week of the term each stu- 
dent will present a seminar paper which gives 
evidence of biographical research and presents 
the outlines for an original biography. 

LWT 4 Utopian Technology and Anarchy 

Prof. Peter Pav 

This project will analyze the political role of 
technology, rather than specific technological 
developments. We will first look at the mutual 
reinforcement between ideology and technology 
that has already occurred, and then turn to future 
considerations. Our text will be David Dickson's 
The Politics of Alternative Technology. Each stu- 
dent will consult other sources to help present a 
seminar on one of four topics: The Case Against 
Contemporary Technology, The Ideology of In- 
dustrialization, The Politics of Technical Change, 
and Utopian Technology. Primary emphasis will 
be given to questions of values, power, and con- 
trol. Evaluation will be based on class participa- 
tion and a term paper. 

LWT 5 Research in American 
Government and Politics 

Prof. Felix Rackow 

The objective of this project is the development 
of an understanding of some aspect of the na- 
tional government and politics in the United 
States. With approval of the instructor, students 
may pick any topic of interest to them within the 
general areas of the Constitution, political par- 
ties, pressure groups, Congress, the presidency, 
the judiciary, or civil liberties. A scholarly paper 
will be the goal of the student's research and the 
basis of evaluation. 

LWT 6A Varieties of Socialism Since Marx 

Prof. William Wilbur 
This project focuses on the history of socialist 
movements and thought in Europe in the past 
hundred years. Basic reading will center on Marx- 
ism, Revisionism, and the future of socialism. 
Basic readings will include Albert Fried and 
Ronald Sanders, Socialist Thought, a Documen- 
tary History; Edmund Wilson, To the Finland Sta- 
tion; Anthony Crosland, Socialism Now. Each stu- 
dent will be expected to analyze one variety of 
socialist movement and thought and will present 
oral reports and a final critical essay. 


NWT 1A Basic Research into the 
Biology of Marine Invertebrates 

Prof. John Ferguson 
Basic research, in a sense, seeks answers to prob- 
lems we don't yet know exist. It is the primary 
way in which the scientific understanding of our 
world is advanced, and it provides the data to 
support future applications in applied sciences 
for the better well-being of mankind. This project 
will permit each student to engage in creative 
research into an original aspect of the basic biol- 
ogy of a marine invertebrate species. The student 
will choose his own problem and, in consultation 
with the instructor, carry through the investiga- 
tion to completion of a final documented re- 
search report. Evaluation will be based on effort, 
creativity, and overall scientific and literary qual- 
ity of the final report. Prerequisite: a college- 
level course including review of the inverte- 
brates, or permission of the instructor. 

NWT 2A Florida's Exotic Plant Life 

Prof. Sheila Hanes 
Many of the flowers and ferns growing wild in 
Florida are not native to the state. Hurricanes, 
migrating birds or even people have introduced a 
large number of plants from a wide range of dis- 
tant and neighboring countries. During the 
month of January, student detectives will collect 
wild plants, identify them and determine their 
true origins. Students may then elect to investi- 
gate different aspects of this project such as 
comparing the original habitats with the Floridian 
ones, the determination of adaptations made by 
the recent exotic invaders, or even comparing 
the diversity of introduced species with those 
known to be endemic to Florida. Text: Natural 
Geography of Plants by H. A. Gleason and A. 
Cronquist. Supplementary manuals and refer- 
ences will be provided. Evaluation will be based 
on level of participation, a final report and/or a 
plant collection prepared for the Eckerd College 



NWT 3 The Basics of Color Photography 

Prof. Wayne Guida 

This project will allow the student to explore the 
physical principles behind color photography. 
The physics involved in the perception of color 
and the chemistry involved in the reproduction 
of color images via dyes will be discussed at an 
elementary level. In addition, this project will 
allow the student to attain the necessary skills to 
produce color photographs in the darkroom. 
Evaluation will be based primarily on the quality 
of a number of color prints and slides which must 
be submitted by the student. Due to limitations 
with regard to equipment, enrollment must be 
limited to 10 students. Prerequisite: high school 

NWT 4 Mathematical Modeling 

Prof. George Lofquist 

In this project the students will review and dis- 
cuss mathematical models produced during the 
1976 MAA College Faculty Workshop at Cornell 
University and other models from the literature. 
Using those models and techniques as 
background, they will then develop their own 
models of problems related to their own in- 
terests. Students will be evaluated on their pre- 
sentations and on their final projects with the 
emphasis on the latter. While the mathematics 
background needed for the final project will de- 
pend on the problem chosen, students should 
have completed Calculus II to insure their readi- 
ness for the study. 

NWT 5 Computer Project 

Prof. Robert Meacham 

This is an open-ended project suitable for stu- 
dents at any level of knowledge about compu- 
ters. Beginners will learn to program in the lan- 
guage BASIC, and the more ambitious will also 
learn FORTRAN. Each student will work many 
small problems in learning the languages and 
one major problem or project. This project will 
be useful to any student whose course of study 
calls for data analysis or a significant amount of 
computation. Work will be done on Eckerd's 
time-sharing computer facility. Evaluation is 
based upon the number and quality of programs 
written, the quality of the project, and a test in 

Additional winter term projects to be offered in 
January 1979 will be described in the Additions 
and Corrections available in September. 



AWT 5 Art History in Mexico 

Prof. Margaret Rigg 

This project will consist of trips to Aztec Temple 
cities, the Museo de Archologia y Anthropologia, 
Belles Artes Museo, Universidad de Mexico in 
the Distrito Federal, Ivan lllich's Workshop- 
School in Cuernavaca, and to several visual ar- 
tists' workshop studios. The trips to high al- 
titudes will make the project demanding and tir- 
ing. Homestays will be provided in Cuernavaca. 
Fluent Spanish speaking is not required, but each 
student must purchase and use the Berlitz phrase 
book in Spanish. Required reading: Victor Von 
Hagan, Sun Kingdoms; Ruth Benedict, Patterns in 
Cultures; and Oscar Lewis, Five Families. The vis- 
ual arts group will be expected to use sketch 
pads and drawing tools not requiring fixative 
sprays. All students are encouraged to keep a 
personal daily journal. Evaluation: a written 
examination covering the required reading and 
data gathered from field trips. Limited to 15 stu- 
dents, art majors preferred. 

AWT 7 The Art and Architecture of 
Renaissance Florence and Venice 

Prof. Arthur Skinner 

This project will explore the flowering of the arts 
during the Renaissance in Italy. Emphasis will be 
upon art, architecture and artists in Florence and 
Venice. We will compare and contrast the styles 
and influences in these two fascinating centers of 
Renaissance culture. Approximately 12 days will 
be spent in each city, with side trips possible in 
places such as Rome, Siena, Assisi, Padova, Pisa 
and San Gimignano. Each student will keep an 
extensive daily journal which will include notes 
on museum trips, reactions, conclusions, and 
references. Students skilled in drawing and/or 
photography can incorporate these creative ele- 
ments with their journal. Evaluation will be based 
on the journal and participation in group trips 
and discussions. Knowledge of Italian is not re- 
quired. Counts as one art history credit with an 
additional paper. A reading list is available. 

BWT 5 International Banking: 

The Case of Offshore Financial institutions 

Prof. Philip Siegel 

This project focuses its attention on the world 
monetary order and its relationship to economic 
growth and development. The growth of 
offshore (Caribbean) banking and its impact on 
trade and relations will be discussed. The loca- 
tion is on site at the Grand Cayman Islands in the 
Caribbean. Course evaluation will be a term pro- 

ject. Research material from a selected reading 
list is required. 

CWT 1 The Eastern Express 

Prof. Mary Paidosh 

This project will investigate the many facets of 
East European life and culture as exhibited in the 
major capitals. The purpose of the project is 
twofold: to increase one's general knowledge of 
life behind the Iron Curtain and to foster a re- 
search project on a specific topic related to East 
European society. The student is expected to 
demonstrate an understanding of the unique- 
ness of these societies when compared with 
American society. Each student is responsible for 
keeping a journal of daily encounters and pre- 
senting a formal written report on a specific to- 
pic. Maximum: 15 students. 

LWT 7 Roots: Novelists on 
Their Home Ground 

Prof. Sheila Johnston 

The first week will be spent in London, followed 
by approximately ten days visiting the southern 
countryside of Hardy's Wessex (Dorset), the 
Welsh villages of Dylan Thomas, the wild north- 
ern moorlands of the Brontes (Yorkshire), and 
the industrial midlands associated with D. H. 
Lawrence. The remainder of the term will be 
spent in London. Required readings are: Sons 
and Lovers, Lawrence; Tess of the D'Urbervilles, 
Hardy; Wuthering Heights, E. Bronte; Quite Early 
One Morning, D. Thomas; and additional rec- 
ommended reading, all available in paperback. 
Evaluation will be based upon participation in 
class, an oral presentation, and a final paper or 
journal. Since travel will be by mini-bus, enroll- 
ment is limited to eight students. 

CWT 3 Mexico: Language and/or Culture 

Prof. Pedro Trakas 

Place: Cuernavaca, Mexico. Firsthand experi- 
ence of the language and/or culture of Mexico 
"on the spot." For language students, two levels: 
Beginning and Advanced. Other students, want- 
ing only the cultural experience, will attend lec- 
tures and take field trips. All students will record 
daily their experiences in a journal. Advanced 
Spanish students will write in Spanish. There will 
be a final exam. Student evaluation will be based 
on active participation, the journal, and the final 
exam. Texts: Paz's The Labyrinth of Solitude (Cul- 
ture), Wolfe's Spanish Study Aids (Beginning 
Spanish), DeSilva's A Concept Approach to 
Spanish, Third Edition, (Advanced Spanish). Pre- 
requisite for Advanced Spanish only: CSP 201/2 
(or instructor's permission). 

CWT 4 Ghost Ranch 

Two courses at Ghost Ranch, Abiquiu, New 
Mexico: "Ecology of Arid Lands" will focus on the 
deserts, their ecology and natural history, the 
geography and the Indians of the Southwest; and 
"Shapes of the Land of Enchantment" will study 
the unique combination of history, geography 
and the cultures in the American Southwest 
which provides an opportunity for explorations 
of the life ways, problems and opportunities of a 
spectrum of three major peoples. Apply through 
the International Education office. 

NWT 1 The Dry Tortugas Expedition 
on the Brig "Unicorn" 

Profs. John Ferguson and Sheila Hanes 

This project will recapture the spirit of the great 
natural history expeditions in a two-week 
exploratory cruise aboard the square-rigged ship 
"Unicorn " to the Dry Tortugas Islands. Students 
will exercise their powers of acute observation 
while collecting oceanographic data on the voy- 
age, inventorying the islands' natural history (in- 
cluding land organisms, marine life, and geology) 
and reconstructing the historic past. Participants 
will maintain detailed journals of observations, 
and prepare final reports on the conclusions that 
can be drawn from observations and pertinent 
literature. These will be used for evaluation along 
with an assessment of participation and coopera- 
tiveness. Required reading: portions of The Voy- 
age of the Beagle, The Living Tide, etc. Enrollment 
limited and selective. Preference to majors in sci- 
ences, history, and education. 

The preceding is not a complete list of winter 
term projects offered off-campus. For more in- 
formation see the International Education office. 

LWT 6 History of London 

Prof William Wilbur 

For description, see LHI 252 History of London 
(listed under History) 






At Eckerd College, learning is not restricted to 
the classroom. It is likely that as much learning 
takes place through student life as in the class- 
room or laboratory. 

Eckerd has attempted to provide unique learning 
experiences through its residence life, student 
government, and social interaction. The Student 
Affairs staff seeks to provide varied options if you 
wish to participate in and take leadership roles in 
campus life. Naturally, you are free to develop 
your own programs and opportunities for growth 
and enjoyment. Never are you coerced into the 
traditional arenas of having to "belong," but you 
will be encouraged to engage in any meaningful 
activities supportive of your learning experience. 


St. Petersburg is a vibrant city in its own right, 
and St. Petersburg, Tampa, and Clearwater to- 
gether form a metropolitan area of over one 
million people with all the services and cultural 
facilities of any area this size. 

St. Petersburg and nearby cities offer art mu- 
seums, symphony orchestras, and professional 
theatre, in addition to road show engagements of 
Broadway plays, rock bands, circuses, ice shows, 
and other attractions for a full range of enter- 

The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training, and there are 
major golf and tennis tournaments in the area. 
Professional football fans can follow the Tampa 
Bay Buccaneers, and professional soccer fans, 
the Tampa Bay Rowdies. 

Southern Ocean Racing Conference sailing races 
are held every year, as well as many regattas for 
sail and power boats. Fine public beaches on the 
Gulf of Mexico are within bicycling distance of 
the Eckerd College campus, as are public golf 


Situated in a suburban area at the southwest tip 
of the peninsula on which St. Petersburg is lo- 
cated, Eckerd's campus is large and uncrowded 
— 281 acres with over VA miles of waterfront on 
Boca Ciega Bay and Frenchman's Creek. There 
are three small lakes on the campus, and the 
chapel is on an island in one of them. The 64 
air-conditioned buildings were planned to pro- 
vide a comfortable and efficient environment for 
learning in the Florida climate. Professors and 
students frequently forsake their classrooms and 
gather outdoors in the sunshine or under a pine 
tree's shade. Outdoor activities are possible all 
year; cooler days during the winter are not usu- 
ally severe. 


Eckerd College has seven residential complexes, 
each consisting of four houses that accommo- 
date 34-36 students. Most of the student resi- 
dences overlook the water. Each house has a stu- 
dent Resident Adviser who is available for basic 
academic or personal counseling and is generally 
responsible for the house operation. Residence 
houses are self-governed. 

A number of houses are all-male or all-female, 
while others have men on one floor and women 
on the other. Freshman students may be assigned 
to this arrangement as space is available when 
parental acknowledgment is received. Students 
under 23 years of age are required to live in cam- 
pus residences and participate in the college 
food service program. 

Social regulations and policies governing be- 
havioral expectations are listed in the Commu- 
nity Handbook. All students are referred to this 
book for information in this area. 


Activities, projects, and programs developed and 
financed in the student sector are managed by 
the Eckerd College Organization of Students 
(ECOS), whose membership consists of all ma- 
triculating students, full and part-time, at Eckerd. 
Each year, ECOS is responsible for the allocation 
of student fees for extra-curricular activities. 


Eckerd believes that student life should be as full 
and rich as possible, both in the classroom and 
outside it. We provide a broad range of extra- 
curricular activities — and if you can't find some- 
thing that suits your interests, we encourage you 
to start a new group of your own. Your free time 
can be as interesting as you want to make it. 


The Student Activities Board sponsors movies, 
coffee house programs, dances, and concerts 
featuring local and nationally known artists, and 
is a co-sponsor of the annual Black Symposium 
and Black History Week. Films on topics pertain- 
ing to the academic program are shown regularly. 

The music, art, and theatre disciplines sponsor a 
number of events throughout the year There are 
student and faculty recitals, programs from the 
concert choir and chamber ensemble, exhibi- 
tions by student and faculty artists, dance per- 
formances, and a series of plays produced by the 
theatre workshops. 


Publications are funded by the Student Associa- 
tion and fully controlled by the students them- 
selves. Student media include WECR, the cam- 
pus radio station; Thimblerig, the student news- 
paper; Your Grace, a literary magazine featuring 
art work, prose, and poetry by members of the 
entire campus community; a yearbook; and The 
Eck Book, the student handbook. 


At Eckerd, if there is enough student interest to 
form a club or honorary society, one is formed. 
Organizations which have been established in- 
clude Afro-American Society, Association for 
Women Students, Biology Club, Choir, College 
Bowl Society, Dance, Day Students, Folk Dan- 
cers, Forensic Society, International Students, 
Literary Magazine, Management Society, Rowing 
Club, Student Speakers Bureau, Triton Sailing As- 
sociation and Sailing Team, Triton Sports Net- 
work, and Water Ski Club and Team. 




The College Chaplain seeks to nurture student 
religious concern, to stimulate voluntary activity, 
and to foster understanding of the Christian faith 
and the religious traditions represented in the 
college community. Eckerd College was founded 
by the Presbyterians of Florida and maintains a 
strong covenant relationship with them. Its fac- 
ulty, courses, chaplaincy, and voluntary activities 
express this concern of the college. Voluntary 
weekday campus chapel services provide a focus 
for all interested members of the community to 
share in spiritual refreshment. 

Regardless of your religious tradition, you are 
encouraged to search the sources of your own 
faith, enter into fruitful dialogue with students of 
other faiths, use the institutional resources in 
personnel, courses, library, and informal groups 
to apply spiritual insights to your own life, and 
join in developing a true community life at Eck- 
erd. We believe that difficult moral issues can be 
better resolved by college men and women in a 
context of revitalized religious faith. 


Eckerd's waterfront program, one of the largest 
collegiate watersports programs in the South- 
eastern U.S., is one of the most exciting recrea- 
tional opportunities on our campus. The 
facilities, located on Frenchman's Creek, include 
boathouse, support buildings, three docks, 
ramp, hoist, fishing equipment, camping equip- 
ment and our fleet of over 50 boats, including 
canoes, sailboats, power boats and rowing shells. 
If you own a boat, you can arrange to store or 
dock it here. 

The Eckerd Water Safety and Rescue Team is a 
volunteer student group that conducts search 
and rescue operations in nearby waters. They are 
sponsored by the American Red Cross and re- 
ceived that organization's national award for their 

Teams, clubs and instruction are offered in all 
areas of water sports, including sailing, canoeing, 
rowing, scuba diving, water skiing, fishing and 


Eckerd College is a member of the National Col- 
legiate Athletic Association and the Association 
for Intercollegiate Athletics for Women. A full in- 
tercollegiate schedule in men's soccer, tennis, 
baseball and basketball is played. Women's inter- 
collegiate sports include basketball, volleyball 
and tennis. The college has made a strong com- 
mitment to building an outstanding total sports 

Intramural sports are organized as competition 
among houses. The day students also have a 
team. All students are eligible to participate in 
the wide range of intramural activities, which in- 
clude football, Softball, soccer, volleyball, bas- 
ketball, tennis, billiards, bridge, table tennis, 
swimming, bowling and chess. In addition, 
sports clubs may be organized around fencing, 
swimming, sailing, canoeing, and aikido. The 
McArthur Physical Education Center houses 
locker rooms. Physical Education faculty offices, 
two basketball courts, a ballet station, a gymnas- 
tic area, a wrestling station, four badminton 
courts, and three volleyball courts. The campus 
also has tennis courts, an archery range, a swim- 
ming pool, and acres of open space where you 
can practice your golf swing. 

At Eckerd College a student may benefit not only 
from traditional competitive team sports and in- 
tramural programs, but from other recreational 
pursuits ranging from waterfront activities, per- 
sonal fitness programs through tai chi chaun and 
New Games. 


There will be times during your college career 
when you will want advice and counsel. For 
academic advice the place to start is with your 
Mentor or with any of your professors. You are 
welcome to seek the counsel of any adminis- 
trator in Student Affairs or elsewhere. Personal 
assistance is readily available in the Counseling 
Center, should you feel you need extra stimula- 
tion and support toward personal growth or to- 
ward the further development of skills for coping 
with social or academic problems, or for career 
development counseling. The Counseling 
Center is located in Lindsey Hall and is staffed 
with a psychologist capable of skilled listening, 
understanding and assistance. For further clarifi- 
cation of counseling services, please refer to the 
Community Handbook. 


Eckerd's medical service is directed by a physi- 
cian who is at the Health Center two hours every 
Monday through Friday. A registered nurse is on 
duty 8 a.m. to midnight, Monday through Friday. 
Medicines may be purchased for minimal fees. 
Brief stays in the Health Center may be arranged 
for minor illness; otherwise, community hospi- 
tals are used. The college notifies parents when 
community hospitalization is necessary. 

All students must file an official health form as 
part of the admissions procedure. Treatment in 
the Health Center may not be available until this 
form is received. Health Insurance is provided 

for all students and is included in the total com- 
prehensive fee. The student health policy in- 
cludes maximum coverage of $3,000 for accidents 
only (which must be reported within twenty days 
of the accident). It includes coverage for a $35 
medical consultant fee when ordered by the col- 
lege physician. The policy covered by total com- 
prehensive fees is for nine months only. Optional 
summer coverage may be purchased for $5 addi- 
tional, paid by the student. An optional sickness 
coverage may be obtained by paying $20 addi- 


As evidence of its active commitment to recruit 
and encourage minority students, Eckerd sup- 
ports a number of programs in this field. Special 
weekend visits to the campus give minority stu- 
dents who are considering Eckerd College a 
chance to view the college, visit the faculty, live 
in the dorms, and talk with other students. 

The Afro-American Society helps plan a full range 
of programs for its members and the campus 
community, including Black History Month and 
the Black Symposium. The office of Afro- 
American Supportive Services is available to pro- 
vide assistance for any special needs of minority 


Eckerd College has been committed to interna- 
tional education from its founding day. While we 
continue to provide opportunities for students to 
enrich their education in foreign countries, the 
Eckerd campus itself has become a center where 
international students come to pursue a variety 
of studies. More than 37 countries are rep- 
resented amongthe students presently enrolled. 

The majority of the international students par- 
ticipate in the regular college programs pursued 
by all Eckerd students. A few who need assis- 
tance in strengthening communication skills in 
English register for courses specially designed for 
them. The International Student office coordi- 
nates and extends a wide variety of services to 
the international students. This office maintains 
close contact with the students from the time 
they make their first inquiry to the college until 
their graduation. 


Students who are married, are over 22 years of 
age, or who live with their family are provided 
with campus post office boxes to receive com- 
munications. Additionally, a Day Student Lounge 
is provided in the west wing of Lindsey Hall with 
lockers, desks, and other facilities. Opportunities 
for participation in campus sports, activities, cul- 
tural events, and student government (ECOS), 
are available to day students. All cars, motorcy- 
cles, and bicycles are registered by the Physical 
Plant staff. 





Eckerd College seeks academically qualified stu- 
dents of various backgrounds, national and 
ethnic origins. When you apply, we will look at 
your academic performance in college prepara- 
tory courses (math, science, language and litera- 
ture, social studies) as well as your scores on col- 
lege entrance exams (ACT or SAT). Students 
whose native language is not English can choose 
to replace the ACT or SAT with the TOEFL exam. 
Achievement tests are not required but recom- 
mended. We will also consider your potential for 
personal and academic development based on 
your essay and recommendations from your high 
school counselor (or teachers). Admissions deci- 
sions are made on a rolling basis beginning in 
October and continue through the year for the 
following fall. 


1. Request application forms in Junior year or 
early in your Senior year from the Director of 

2. Complete and return your application to the 
Director of Admissions, with an application fee of 
$15 (non-refundable) at least two months prior to 
the desired entrance date. Students who are fi- 
nancially unable to pay the $15 application fee 
will have the fee waived upon request. 

3. Request the guidance department of the sec- 
ondary school from which you will be graduated 
to send an academic transcript and personal re- 
commendation to: Director of Admissions, Eck- 
erd College, Box 12560, St. Petersburg, Florida 

4. Arrange to take the Scholastic Aptitude Test, 
offered by the College Entrance Examination 
Board or the ACT Test Battery, offered by the 
American College Testing Program. Take your test 
in springof Junior yearor early fall of Senior year. 


High school Juniors with B or better average who 
have taken the SAT or ACT in the spring of their 
Junior year may be considered for admission in 
the late spring and summer before their Senior 
year. Students should make application during 
April, May and June. Decisions will be made 
through July. 


Eckerd College admits students who wish to 
enter college directly after their Junior year in 
high school. Application procedures are the 
same as outlined above. In addition, candidates 
are required to have an interview with an admis- 
sions counselor. 


Eckerd College welcomes students from other 
colleges, universities, junior and community col- 
leges. Applicants are expected to be in good 
standing at the institution last attended and eligi- 
ble to return to that institution. All transfer stu- 
dents receiving the Associate in Arts degree from 
a regionally accredited two-year college will be 
admitted at the third-year level at Eckerd. 

Veterans and other applicants who are older and 
wish to transfer old credits or whose earlier 
academic records are unavailable or unusual are 
requested to direct special inquiry to the Admis- 
sions Office. 

The transfer of credit from other accredited col- 
leges and universities depends upon the com- 
parability of the courses taken to those offered at 
Eckerd College and the approval of the academic 
discipline concerned. In general, courses in the 
liberal arts are transferable. Grades below C are 
not acceptable for transfer. Students wishing to 
transfer for spring term should initiate applica- 
tion before Decemberl. 


1. Complete and return application form to Dir- 
ector of Admissions with an application fee of $15 
(non-refundable) at least two months prior to the 
desired entrance date (see calendar for various 
entry points). 

2. Request that official college transcripts be sent 
to us from every college or university you have 

3. Send us record of college entrance exams 
(SAT or ACT). 

4. Request a letter of recommendation from one 
of your college professors. This may be waived 
upon request for students who have been out of 
college for several years. 

5. If you have been out of high school for less 
than two years, we will need a copy of your high 
school transcript. 


Eckerd College awards course credit on the basis 
of scores on the Advanced Placement Examina- 
tions administered by the College Entrance 
Examination Board. Students who have obtained 
scores of four or five will automatically be 
awarded credit. Scores of three are recorded on 
the student's permanent transcript and are 
referred to the faculty of the appropriate discip- 
line for recommendations concerning credit. 


Course credit will also be awarded on the basis of 
scores received on the College Level Examination 
Program (CLEP). Credit is awarded only for the 


American Government 
American History 
American Literature 

Educational Psychology 
English Composition 
General Psychology 
Introductory Accounting 
Introductory Calculus 
Introductory Economics 
Introductory Sociology 
Western Civilization 









4 hours 


4 hours 




4 hours 


8 hours 


8 hours 


4 hours 


8 hours 


4 hours 


4 hours 


8 hours 


8 hours 




8 hours 




All students accepted for admission to Eckerd 
College are eligible to receive aid if they demon- 
strate financial need. Since funds are limited, 
priority is given on the basis of grades, test 
scores, recommendations, and special talents. 
Most students receive an "aid package" consist- 
ing of scholarship, grant, loan, and campus 
employment. In many cases, the financial aid 
package offered to a student may reduce his 
out-of-pocket tuition payment to less than he 
w/ould pay at a state college or university. It is a 
rare case where Eckerd College is unable to help 
a student develop financial plans adequate to en- 
able him to attend. 

Decisions regarding financial assistance can be 
made immediately upon admission to the col- 
lege, and receipt of the necessary financial aid 
credentials: Financial Aid Form (FAR) of the Col- 
lege Scholarship Service or the Family Financial 
Statement (FFS) of the American Testing Service. 

Any Florida student applying for financial aid 
from Eckerd College should complete and file an 
application for a Florida Student Assistance 
Grant. Application and information concerning 
the Florida grant program may be obtained from 
the high school guidance counselor or from the 
office of Financial Aid, Eckerd College. 

Many of the sources of financial aid administered 
by Eckerd College are controlled by governmen- 
tal agencies external to the college. Examples of 
programs of this type are Basic Educational Op- 
portunity Grants (BEOG), Supplementary Educa- 
tional Opportunity Grants (SEOG), Florida Stu- 
dent Assistance Grants (FSAG), National Direct 
Student Loans (NDSL), and the College Work 
Study Program (CWSP). These programs are 
likely to change during the effective period of 
this catalog. Therefore please write or contact the 
office of Financial Aid, Eckerd College, St. 
Petersburg, Florida 33733 for the most current in- 
formation concerning these programs. 



The Thomas Presidential Scholarships are a rec- 
ognition of outstanding merit without regard to 
financial need. Each year five Freshmen are 
selected to receive a $2,500 scholarship, renewa- 
ble each year for a total of $10,000. Students in 
the top 20% of their high school class are en- 
couraged to apply. Selection criteria for this 
award include academic achievement, creative 
talent and character. Application deadline is 

March 1. A separate application is required and is 
available on request. 


The Eckerd College Honors Scholarships seek to 
recognize the forty most outstanding applicants 
for admission (Freshmen and transfers). Scholar- 
ship finalists will be selected from among all 
applicants for admission without regard to finan- 
cial need. A student receiving an Honors Schol- 
arship may receive up to $2,000 renewable yearly. 
No separate application is required. However, for 
priority consideration students should apply for 
admission no later than April 1 and should in- 
clude the following items in their application 

a) letter of recommendation from a teacher 
emphasizing student's abilities and future 

b) personal statement or autobiographical 
sketch describing interests, academic 
achievements, leadership qualities, and fu- 
ture goals; 

c) any additional materials which would best 
acquaint the selection committee with the 
student's promise; 

d) Financial Aid Form (FA.F.) of the College 
Scholarship Service in Princeton, New Jer- 


The Eckerd College Achievement Scholarships 
provide recognition and encouragement to stu- 
dents who have excelled in a particular area of 
endeavor. All students accepted for admission 
are eligible to compete for these scholarships. 
Awards will be made on the basis of outstanding 
talent or achievement in any of the following 

a) achievement in math, science, English, so- 
cial studies, behavioral sciences, foreign 
languages or any specific area of academic 

b) special talent in the creative arts — music, 
theatre, art, writing, etc. ; 

c) demonstrated leadership and service in stu- 
dent, community or church organizations; 

d) special talent in men's or women's athletic 

Achievement Scholarship winners may receive 
up to $2,000 renewable yearly. No separate appli- 
cation is required but for priority consideration 
students should apply for admission prior to 
April 1 and submit the following: 

a) Financial Aid Form (FA. E); 

b) letter of recommendation from teacher, ad- 
visor or coach directly involved in student's 
achievement area; 

c) additional materials the student wishes to 
submit in support of hisor her credentials. 


The Eckerd College Church and Campus Schol- 
arships are a recognition of merit for Presbyterian 
students who have been recommended by their 
pastor and possess traits of character, leadership 
and academic ability which in the pastor's opin- 
ion demonstrate the promise to become out- 
standing Christian citizens — either as a lay per- 
son or a minister. Students recommended by 
their pastor who become recipients of a Church 
and Campus Scholarship will receive a grant of 
$2,400 to be used during the Freshman year or to 
be divided equally over four years. This award is 
not based on financial need. Scholarship winners 
may apply for supplemental financial aid. More 
scholarship details are available on request. 


This scholarship program has been established 
for employees and dependents of employees of 
the Jack Eckerd Corporation and of the jack and 
Ruth Eckerd Foundation. Students who qualify 
and who are accepted for admission will receive 
a $2,500 grant renewable each year. Students with 
demonstrated financial need may apply for sup- 
plemental financial aid. 


Grants are non-repayable awards made to stu- 
dents on the basis of specific criteria or skills 
within the limits of demonstrated financial need. 
Two important sources of grant funds are the 
federal government and state governments. 


These grants are awarded from federal funds and 
are designed to provide assistance to those who 
need to attend college. The maximum award 
under this program is $1,600 minus the amount 
the student and the student's family are expected 
to contribute toward the cost of the student's 
education. This amount is called the family con- 
tribution. The actual grant, however, may be less 
than this maximum award, and is based on the 
family contribution and two other factors: the 
amount of federal funds actually available for the 
program; and the cost of education, since the 
grant cannot exceed one-half the cost. The 
amount of the grant decreases as the family con- 
tribution increases. 


These grants are awarded from federal funds and 
administered by the college. They are limited to 
upperclass students with exceptionally great fi- 
nancial need. EOC funds must be matched by 
certain other funds, usually loans or College 
Work Study funds, to complete the student's 
total financial plan. EOC program guidelines are 
subject to modification. Consult the office of Fi- 
nancial Aid, Eckerd College, for the most recent 
information about these grants at the time of ap- 


The Florida Student Assistance Grants (FSAG) are 
awarded on the basis of demonstrated financial 
need to residents of Florida who attend college in 
the state. These grants may range up to a 
maximum of $1,200, depending on the demon- 
strated need of the applicant and the availability 
of funds. Application is made through the sub- 
mission of the FAF or FFS. 


These grants are available to students who rank 
in the upper one-half of their graduating class 
and demonstrate financial need. Achievement in 
various curricular and co-curricular activities is 
considered. Special consideration is given to the 
sons and daughters of Presbyterian ministers or 
missionaries in recognition of the institution's 
Presbyterian heritage and relationships. 


Many families whose current income and savings 
are not sufficient to finance college expenditures 
borrow funds through low interest educational 
loans to supplement their financing plans. 


Guaranteed student loans are available from local 
banks and lending agencies at rates of interest 
that cannot exceed seven percent annually. De- 
pending on the availability of funds, students 
may borrow up to $2,500 per year for educational 
expenses. If the adjusted family income is less 
than $25,000, the federal government will pay the 
total interest while the student is enrolled full- 
time and during periods of authorized defer- 
ment. Repayment in monthly installments of not 
less than $30 usually begins nine months after the 
student graduates or leaves college. It is impor- 
tant to note that under the present regulations 
financial need does not have to be demonstrated 



in order to obtain a guaranteed student loan. 
Families interested in this program should con- 
tact their local banker for complete current in- 
formation. The processing of guaranteed student 
loan applications usually requires six to eight 


The National Direct Student Loan program is ad- 
ministered by the college from federal and col- 
lege funds. To qualify for a NDSL, the student 
must apply to the college and demonstrate finan- 
cial need. Since funds are limited, academic per- 
formance and personal qualifications are consid- 
ered in awarding NDSL funds. The federal 
government pays all interest charges until the 
beginning of the repayment period which nor- 
mally begins nine months after completion of 
formal study. Interest charges during the repay- 
ment period are only three percent per year on 
the unpaid balance. 


Monthly payments may be arranged by the family 
through one of four different companies. Con- 
tact the office of Financial Aid, Eckerd College for 
current information. 


Eckerd College has limited loan funds available, 
usually for temporary emergency situations. For 
details, contact the Financial Aid office. 


Benefits from social security are available to any 
student whose parent or parents receive social 
security or retirement benefits if the student is 
full-time, unmarried, and under 22 years of age. 
For further information regarding social security 
benefits, contact your local social security office. 


Benefits are available to veterans who were hon- 
orably discharged from military service after 
January 31, 1955. Those with at least eighteen 
months of service may receive up to forty-five 
months of support. Veterans with less than eigh- 
teen months service may receive one and one- 
half months of assistance for every month of ser- 
vice. Disabled veterans and widows of veterans 
who died of service-connected injury or disease 
are also eligible for benefits. 


In many local communities there are scholarships 
provided each year by various church, civic and 
business organizations to children of members, 
citizens, and employees. 


The Financial Aid office assists students in finding 
part-time employment on campus. Preference is 
given to students who demonstrate financial 
need. Campus employment opportunities in- 
clude work as a clerk or secretary, a food service 
employee, a custodian or maintenance worker, 
or a laboratory assistant. Information on off- 
campus jobs is available through the Career- 
Services office. 


1. Entering students should follow the admission 
procedures described on page 92. 

2. Submit either the Financial Aid form (College 
Scholarship Service) or the Family Financial 
Statement (American College Testing Prog- 
ram) and indicate that a copy of the analysis 
should be sent to Eckerd College. Copies of 
these statements may be obtained from the 
high school guidance office. 


The Scholarship and Financial Aid Committee de- 
termines which applicants will receive scholar- 
ships or other awards from Eckerd College. The 
committee also determines the amount of aid 
which will be granted to those who are selected 
as recipients. The criteria used in selecting recip- 
ients include high school grades, class rank, en- 
trance test scores, special aptitudes or skills, and 
degree of contribution to school and community 
life. The specific amount of awards generally is 
based on demonstrated financial need. 


Financial aid to a student at Eckerd College is 
renewable on an annual basis. Each student re- 
ceiving aid must maintain a minimum cumulative 
grade average of C (2.0) or better. A higher grade 
average is required for renewal of Presidential, 
Honors and Achievement Scholarships. To be 
considered for renewal of any award, students 
must submit an updated financial statement. The 
deadline for renewal applications is February 1 . 


Eckerd College is a private, non-tax-supported 
institution. Tuition and fees pay only a portion 
(approximately 65%) of the educational costs 
per student. Thanks to the support of donors, 
the balance of costs is paid from endowment 
income and gifts from individuals, the Presby- 
terian Churches, and various corporations. 

The annual fees for full-time students for the 
1978-79 academic year include two semesters 
and one short term (autumn term for Freshmen, 
winter term for upperclassmen). 

Resident Commuter 

Tuition $3,670^ $3,670 

Room and Board 1,470' 

Total $5,140 $3,670 

^The full-time tuition fees cover a maximum of 
ten (10) course registrations plus a short term 
during the academic year. Students registering 
for more than the maximum will be charged an 
additional tuition of $410 per course. 

^Students with home addresses outside the im- 
mediate vicinity of the college are requested to 
live on campus. Exceptions to the requirement 
may be made with the approval of the Dean of 
Residential Affairs. Since resident students are 
required to participate in the board plan, all resi- 
dent students will be charged for both room and 

A Student Association Fee of $65.00 per aca- 
demic year is collected in addition to the above 
charges. Cost of books and supplies will be in 
the neighborhood of $150 to $175. 

Withdrawal Refunds 

Students withdrawing within 25 days of the first 
class of any module for reasons approved by the 
college will receive tuition refunds for that 
module as follows: 

Within 7 days 75% 

Within 15 days 50% 

Within 25 days 25% 

After 25 days no refund 

Room charges for resident students are not re- 
fundable. Unused portion of meal tickets will be 
refunded on a pro-rata basis. 




Faculty of the Collegium of 
Behavioral Science 

Tom Oberhofer 

Chair, Behavioral Science 

Associate Professor of Economics 
B.S., Fordham University 
M.A., Ph.D., Rutgers University 
Salvatore Capobianco 
Assistant Professor of Psychology 
B.A., M.A., University of Kansas 
Ph.D., Rutgers University 
Theodore M. Dembroski 
Associate Professor of Psychology 
B.S.,Ph.D., University of Houston 
Peter K. Hammerschmidt 
Assistant Professor of Economics 
B.S., M.S., Ph.D., Colorado State 
James R. Harley 
Associate Professor of Physical 

Director of Athletics 
B.S., Georgia Teachers College 
M.A., George Peabody College 
lames M. MacDougall 
Associate Professor of Psychology 
B.S., Highlands University, New 

M.A., Ph.D., Kansas State 
Anne A. Murphy 
Associate Prof essor of American 

Political Behavior 
B.A., College of Wooster 
B.D., Yale Divinity School 
Ph.D., University of North Carolina 
Philip H.Siegel 
Assistant Professor of Business 

B.A., Wilkes College 
M.B.A., University of Cincinnati 
C.RA., University of Miami 
Claud R. Sutcliffe 
Associate Professor of Political Science 
B.A., Pomona College 
M.A., Ph.D., Princeton University 
Robert B. Tebbs 
Associate Prof essor of Management 

and Organizational Behavior 
B.A., University of Colorado 
M.A., Ph.D., University of Wyoming 
lack B.Williams 
Associate Prof essor of Sociology 
B.A., University of South Florida 
William E.Winston 
Assistant Professor of Sociology 
B.A., Central Washington State 
M.A., Washington State University 

Faculty of the Collegium of 
Comparative Cultures 

William H. Parsons 

Chair, Collegium of Comparative 

Associate Prof essor of History and 

Russian Studies 
A.B., Grinnell College 
M.A. , Harvard University 
Ph.D., Indiana University 
Dudley E. DeGroot 
Professor of Anthropology 
B.A., University of West Virginia 
M.A., University of New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 
Professor of Spanish and Hispanic 

Area Studies 
Associate Dean, International Students 

Programs and Admissions 
B.S., Seton Hall University 
M.A., Ed.D., Columbia University 

Teachers College 
Henry E.Cenz 
Professor of French Language and 

A.B., Emory University 
M.A., University of Wisconsin 
Ph.D., Case Western Reserve University 
E.Ashby Johnson 
Professor of Philosophy and 

Director, Program for Experienced 

A.B., Presbyterian College, South 

B.D.,Th.M.,Th.D., Union 

Theological Seminary, Virginia 
Gilbert L. lohnston 
Associate Professor of Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Ph.D., Harvard University 
Kenneth E. Keeton 
Professor of German Language and 

A.B., Georgetown College 
M.A., University of Kentucky 
Ph.D., Universityof North Carolina 
MaryC. Paidosh 
Assistant Professor of German 

Area Studies 
B.A., M.A., University of 

Pedro N.Trakas 
Prof essor of Spanish 
A.B.,Wofford College 
M.A., Universidad Nacional de 

Ph.D., University of North Carolina 
Litt.D., Wofford College 

Faculty of the Collegium 
of Creative Arts 

Molly K. Ransbury 

Chair, Creative Arts Collegium 
Associate Professor of Education 
B.S., M.S., State Universityof 

New York 
Ed.D., Indiana University 

Richard R. Bredenberg 
Professor of Education 
Directorof Teacher Education 
A.B., Dartmouth College 
B.D., S.T.M., Oberlin College 
D.Min., Vanderbilt University 
Ph.D., New York University 

lames G.Crane 
Professor of Visual Arts 
A.B., Albion College 
M.A., State Universityof Iowa 
M.F.A., Michigan State University 

Don Cunningham 
Assistant Professor of Theatre 
B.A., Eckerd College 
M.A., Universityof Minnesota 

lohn K. Eckert 
Assistant Professor of Art 
B.A., Eckerd College 
M.F.A.,Cranbrook Academy of Art 

Donald M. Fouse 
Assistant Professor of Music 
B.A., Ohio State University 
M.A., Ph.D., Universityof North 

Richard B. Mathews 
Associate Professor of Literature 
B.A., Universityof Florida, 
Universityof Heidelberg 
Ph.D., Universityof Virginia 

J. Peter Meinke 
Professor of Literature 
A.B., Hamilton College 
M.A., Universityof Michigan 
Ph.D., Universityof Minnesota 
Leave of Absence 1978-79 

Margaret R. Rigg 
Associate Professor of Visual Arts 
A.B., Florida State University 
M.A., Presbyterian School of 
Christian Education, Richmond 

Frank R. Schorn 
Assistant Professor of Education 

and Human Development 
B.A., Universityof Bridgeport 
M.A., Long Island University 
Ed.D., Universityof Massachusetts 

Arthur N. Skinner 
Instructor of Visual Arts 
B.A., Eckerd College 
M.V.A., Georgia State University 

Claire A. Stiles 
Assistant Professor of Leisure 

and Recreation 
Women's Athletics Coach 
B.S., Rutgers University 
M.A., Southwest Texas State 

M. Kirklin Stokes 

Assistant Professor of Psychology 

Director, Counseling Center 

B.A., Fairfield University 

M.A., Temple University 

Ph.D., University of South Carolina 
William E. Waters 

Professor of Music 

A.B., Universityof North Carolina 

M.A., College of William and Mary 
V. Sterling Watson 

VisitlngAssistant Professor of 
Literature and Creative Writing 

B.A., Eckerd College 

M.A., University of Florida 
J. Thomas West 

Professor of Psychology 

B.S., Davidson College 

M.A., Universityof North Carolina 

Ph.D., Vanderbilt University 

Faculty of the Collegium 
of Letters 

Felix Rackow 

Chair, Collegium of Letters 
Professor of Political Science, 

Pre-Law Adviser 
B.S.,M.A., Ph.D., Cornell 

Alan W. Carlsten 
Professor of Religion and Speech 
B.S., University of Oklahoma 
M.Div., McCormick Theological 

Albert Howard Carter, III 
Associate Professor of Comparative 

Literature and Humanities 
A.B., Universityof Chicago 
M.A., M.A., Ph.D., Universityof 

J. Stanley Chesnut 
Professor of Humanities and 

Associate Dean of Faculty 
B.A., Universityof Tulsa 
M.Div., McCormickTheological 

M.A., Ph.D., Yale University 
Julienne H. Empric 
Chair, Foundations Collegium 
Assistant Professor of Literature 
B.A., Nazareth College of 

M.A., York University 
Ph.D., Universityof Notre Dame 
Rejane P. Genz 
Professor of French Language and 

A.B., Sillery College, Quebec City 
Licence 6s lettres, Ph.D., Laval 

Keith W. Irwin 
Professor of Philosophy 
A.B., Cornell College 
M.Div. Garrett Theological 


Carolyn lohnston 

Assistant Professor of American Studies 

B.A., Samford University 

M.A., Ph.D., Universityof California 
William F. McKee 

Professor of History 

B.A., College of Wooster 

M.A., Ph.D., Universityof 
James H. Matthews 

Associate Professor of Literature 

B.A., Seattle Pacific College 

M.A., Ph.D., Vanderbilt University 
PeterA. Pav 

Professor of Philosophy 

B.A., Knox College 

M.A., Ph.D., Indiana University 
Douglas R.Taylor 

VisitlngAssistant Professor 
of Philosophy 

B.A., Ph.D., Florida State 
William C.Wilbur 

Professor of British and Modern 
European History 

A.B., Washington and Lee 

Ph.D., Columbia University 

Faculty of the Collegium 
of Natural Sciences 

William B. Roess 

Chair, Collegium of Natural 

Professor of Biology 
B.S., Blackburn College 
Ph.D., Florida State University 
Wilbur F. Block 
Professor of Physics 
B.S., M.S., Ph.D., Universityof 

Harry W. Ellis 
Assistant Professor of Physics 
B.S., Ph.D., Georgia Institute of 

JohnC. Ferguson 
Professor of Biology 
A.B., Duke University 
M.A., Ph.D., Cornell University 
Wayne C.Guida 
Assistant Prof essor of 

B.S., M.S., Ph.D., University 

of South Florida 
Reggie L. Hudson 
Assistant Professor of Chemistry 
B.A.,Pfeiffer College 
Ph.D., Universityof Tennessee 
Sheila D. Hanes 
Assistant Prof essor of Biology 
B.A., Baylor University 
M.S., Universityof Illinois 
Ph.D., Ohio University 

George W. Lofquist 

Professor of Mathematics 

B.S., Universityof North Carolina 

M.S., Ph.D., Louisiana State 
Billy H.Maddox 

Professor of Mathematics 

Director of Evaluation 

B.S., Troy State College 

M.Ed., University of Florida 

Ph.D., Universityof South Carolina 
Robert C. Meacham 

Professor of Mathematics 

A.B., Southwestern at Memphis 

Sc.M., Ph.D., Brown University 
Richard W. Neithamer 

Professor of Chemistry 

B.S., Allegheny College 

Ph.D., Indiana University 
George K. Reid 

Professor of Biology 

B.S., Presbyterian College, South 

M.S., Ph.D., 

Universityof Florida 

Foundations Collegium Faculty 

Julienne H. Empric 

Foundations Collegium Chair' 

Letters Collegium 
Wilbur F. Block 

Natural Sciences Collegium 
Patricia E. Bouwman 

Director, Learning Resources Center 
Richard R. Bredenberg 

Creative Arts Collegium 
Salvatore Capobianco 

Behavioral Science Collegium 
Alan W. Carlsten 

Letters Collegium 
A. Howard Carter 

Letters Collegium 
James G.Crane 

Creative Arts Collegium 
Dudley E. DeGroot 

Comparative Cultures Collegium 
Ronalds. Hert 

Director, Writing Skills Program 
Keith W.Irwin 

Letters Collegium 
Gilbert L.Johnston 

Comparative Cultures Collegium 
Sheila M.Johnston 

International Education 
Kenneth E. Keeton 

Comparative Cultures Collegium 
Anne A. Murphy 

Behavioral Science Collegium 
Richard W. Neithamer 

Natural Sciences Collegium 
George K. Reid 

Natural Sciences Collegium 
Jack B.Williams 

Behavioral Science Collegium 





David W. Henderson 

Readers' Services Librarian, 

Assistant Professor 
A.M.L.S., Florida State University 
Joanne J. Lofquist 

Technical Services Librarian, 

Assistant Professor 
S.M.L.S., University of North 
Reference Librarian, Instructor 
A.M.L.S., Florida State University 


James R. Harley 

Director of Athletics 
Associate Professor of Physical 

B.S., Georgia Teachers College 
M.A., George Peabody College 
John P. Mayotte 
Head Baseball Coach 
Assistant Professor 

of Physical Education 
B.S., Castleton State College 
M.S., College of St. Rose 
M.A., University of South Florida 


Clark L.Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

BurrC. Brundage 
Professor Emeritus of History 
Ph.D., University of Chicago 

Tennyson P. Chang 
Professor Emeritus of Asian Studies 
Ph.D., Georgetow^n University 

Irving G. Foster 
Professor Emeritus of Physics 
Ph.D., Universityof Virginia 

Emil Kauder 
Professor Emeritus of Economics 
Ph.D., Universityof Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
Ph.D., Universityof Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R. White 
Professor Emeritus of Classics 
Ph.D., Universityof Michigan 

Daniel A. Zaret 
Professor Emeritus of Russian 
Ph.D., Universityof Moscow 


Peter H.Armacost 


B.A., Denison University 

Ph.D., Universityof Minnesota 
Clifford R. McKay, Ph.D., 

Assistant to the President 
for Church Relations 
Marjorie R. Nincehelser 

Administrative Secretary 


Richard Ray Hallin 

Provost, Dean of Faculty 
B.A., Occidental College 
B.A., M.A., Exeter College, Oxford 

University, England 
Ph.D., Columbia University 


Clark H. Bouwman, Ph.D. 

Dean of Special Programs 
J. Stanley Chesnut, Ph.D. 

Associate Dean of Faculty 
Sharon M. Covert, B.A. 

Director, Career Services 
David B. Cozad, M.Div., M.S. P. 

SarahK. Dean, M.A. 

Director, Women's Studies 
Frank M. Figueroa, Ed.D. 

Associate Dean, International 
Student Programs and Admissions 
Ofelia E. Garcia, M.A. 

Director, Admissions 
Ronalds. Hert, M.A. 

Assistant Professor of Language Arts 

Director, Writing Skills Program 
E. Ashby Johnson, Th.D. 

Director, Program for Experienced 
Sheila M. Johnston, M.A. 

Director, International Education 
and Off-Campus Programs 
KathleenA. Leder, B.A. 

Admissions Counselor 
BurvinE. Pugh,Jr., B.S. 

Admissions Counselor 
Jan Gould Stroud, B.S. 

Admissions Counselor 
Ruth R.Trigg, B.A. 

Betty F.Watkins, B.A. 

Director of Financial Aid 


MarkW. Smith, Ph.D. 

Dean of Students 
Alice B.Collier, M.Ed. 

Associate Dean, Dormitory 

and Special Programming 
William C. Covert, A. A. 

Director, Waterfront Activities 

ARC Instructor 
BarbaraJ.EIy,R. N. 

Director, Nursing Services 
Timothy Friedericks, M.D. 

Director, Health Services 
Paul A. Herman, Ph.D. 

Dean of Residential Affairs 
Mary Louise Jones, R.N. 

Night Nurse 
Sara L. Kistler, M.S. 

Associate Dean, Housing 
R. Barry McDowell, M.S. 

Director, Student Activities 
and Recreation 
Moses Stith,M.Div.,M.S.W. 

Coordinator, Afro-American 

Support Services 
M.Kirklin Stokes, Ph.D. 

Director, Counseling Center 


Leonard A. Meyer, B.S. 

Vice President for Development 

and College Relations 
Keith E. Benton, B.A. 

Director, Development Services 
Christine B. Buhrman, M.M. 

Director, Special Gifts 
Gary M.Goelkel, B.A. 

Director, Deferred Giving 
Charles B.Hoffman, B.S. 

Director, Alumni Relations 
Betty Ray, B.A. 

Director, Public Information 


G.C. Gardner, M. B.A. 

Vice President for Administration 
Shirley D.Amedeo 

Director of Personnel 
Charles F.Gibbs, B.A. 

Director, Purchasing and Store 
Alan W. Bunch, B.A. 

WilliamA. Hofacker, B.S. 

Directory, Physical Plant and Services 
Leonard J. Walkoviak 

Director, Data Services 


Mr. Jack M. Eckerd 

The Rev. Lacy R. Harwell 

Vice Chairman 
Mr. William R. Hough 

Mr. Richard O. Jacobs 

Mrs. Marjorie R. Nincehelser 

Assistant Secretary 
Dr. Grady L. Anderson 

Georgia State University 

Atlanta, Georgia 
Mr. W. D. Bach 

Pensacola, Florida 
Mr. William M. Bateman 

Hornblower & Weeks - Hemphill, 
Noyes, Inc. 

Palm Beach, Florida 
Dr. Michael Bennett 

St. Petersburg, Florida 
Mr. Jack Bertoglio 

Cold Crown, Inc. 

Miami, Florida 
The Rev. Clem E. Bininger 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mr. James Christison 

Clearwater, Florida 
Mr. Charles Creighton 

Creighton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Cumming 

Plantation United Presbyterian 

Plantation, Florida 
The Rev. Robert P. Douglass 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 
Mr. Jack M. Eckerd 

Clearwater, Florida 
Mr. J. Colin English 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Dr. Richard A. Essman 

Bayfront Medical Center 

St. Petersburg, Florida 

Tool Engineering Service 

Tallahassee, Florida 
The Rev. T. Robert Fulton 

South Jacksonville Presbyterian 

Jacksonville, Florida 
Mr. George H. Gage 

General Telephone Company of 

Tampa, Florida 
The Rev. Howard Gordon 

Riviera Presbyterian Church 

Miami, Florida 
Mr. John Michael Garner 

First State Bank in Miami 

Miami, Florida 

Mr. Willard A. Gortner 

Smith Barney, Harris Upham 
and Co., Inc. 

St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 

Ben Hill Griffin, Inc. 

Frostproof, Florida 
The Rev. William V. Grosvenor 

United Presbyterian Church 
of the Palms 

Sarasota, Florida 
Dr. Sarah Louise Halmi 

Clearwater, Florida 
Mrs. Lorena C. Hannahs 

Redington Beach, Florida 
The Rev. Lacy R. Harwell 

Maximo Presbyterian Church 

St. Petersburg, Florida 
Mr. Andrew H. Hines, Jr. 

Florida Power Corporation 

St. Petersburg, Florida 
Mr. William R. Hough 

William R. Hough & Co. 

St. Petersburg, Florida 
Mr. Frank M. Hubbard 

Hubbard Construction Co. 

Orlando, Florida 
Mr. Richard O. Jacobs 

Jacobs, Robbins & Gaynor, RA. 

St. Petersburg, Florida 
Dr. Franklyn A. Johnson 

TheArthurVlning Davis Foundation 

Coral Gables, Florida 
Mr. Stephen R.Kirby 

St. Petersburg, Florida 
Mr. Oscar R. Kreutz 

Florida Federal Savings and Loan 

St. Petersburg, Florida 
Mr. E.Colin Lindsey 

Belk-Lindsey Stores, Inc. 

Tampa, Florida 
The Rev. James W. Monroe 

Presbytery of St. Johns 

Orlando, Florida 
Mr. James W. Moore 

Century First National Bank 

St. Petersburg, Florida 
The Rev. Seth C. Morrow 

First Presbyterian Church 

Delray Beach, Florida 
Mr. Edward P. Nickinson, Jr. 

John A. Merritt & Co. 

Pensacola, Florida 
Mr. Howard W.N ix, Jr. 

Landmark Union Trust Bank 

St. Petersburg, Florida 
Mr. William F. O'Neill 

St. Petersburg, Florida 
The Rev. Arnold B. Poole 

Pine Shores Presbyterian Church 

Sarasota, Florida 
Mr. Douglas K. Porteous 

North Palm Beach, Florida 

Dr. J.CraytonPruitt 

St. Petersburg, Florida 
Mr. Arthur J. Ranson, III 

Robertson, Williams, Duane & 
Lewis, RA. 

Orlando, Florida 
Dr. Joseph H. Reason 

Tallahassee, Florida 
Mr. Gerald S. Rehm 

Jack and Ruth Eckerd Foundation 

Clearwater, Florida 
The Rev. Bruce Robertson 

First Presbyterian Church 

Tallahassee, Florida 
Mr. George Ruppel 

Modern Tool & Die Co. of 

Pinellas Park, Florida 
Dr. Frederick Russ 

University of North Carolina 

Chapel Hill, North Carolina 
Mr. Robert T. Sheen 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. John W. Sterchi 

Orlando, Florida 
Mr. Stewart Turley 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mrs. John P. Wallace 

St. Petersburg, Florida 




(Courses and Programs are listed in italics.) page 

The Rev. Harvard A. Anderson 

Longwood, Florida 
The Rev. Robert C. Asmuth 

First Presbyterian Church 

Fort Myers, Florida 
Dr. Gordon W. Blackwell 

Greenville, South Carolina 
Mr. Charles). Bradshaw 

Miami Shores, Florida 
Mr. Cecil V. Butler 

C.V. Butler Farms 

Havana, Florida 
Mr.). Leo Chapman 

West Palm Beach, Florida 
The Rev. Roy B. Connor, )r. 

Pompano Beach, Florida 
The Rev. )ohn B. Dickson 

Clearwater, Florida 
Mrs. ). Morton Douglas 

Welrsdale, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mr.). Peter France 

St. Petersburg, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
The Rev. )ack G.Hand 

Neptune Beach, Florida 
Dr. W. Monte )ohnson 

Lakeland, Florida 
Dr. William H. Kadel 

Sarver, Pennsylvania 
Dr. Philip). Lee 

Seaboard Coastline Railroad 

Tampa, Florida 
Mr. Elwyn L. Middleton 

Palm Beach, Florida 
Mr. Benjamin G. Parks 

Naples, Florida 
Mr. Harry M. Piper 

Piper and Associates 

Seminole, Florida 
Mrs. Woodbury Ransom 

Chicago, Illinois 
Dr.). Wayne Reitz 

Gainesville, Florida 
The Rev. Richard L. Scoggins 

Cornelia, Georgia 
Mr. David L. Wilt 

Wi It and Associates 

Arlington, Virginia 




Academic Calendar 6 

Academic Credit 15 

Academic Policies 13 

Academic Program 5 

Accreditation 1 

Administration 100 

Admission .- 92 

Early Admission 92 

Early Decision 92 

Freshman 92 

Transfer 93 

Advanced Placement Program 93 

Afro-American Society 91 

Afro-American Supportive Services 91 

American Studies 17 

Antiiropology 17 

Area of Concentration/Major 14 

Area Studies 19 

Art 20 

Athletics 90 

Auditors 16 

Autumn Term 6 

Autumn Term Projects Descriptions 79 

Behavioral Science, Collegium of 9 

Biology 23 

Board of Trustees 101 

Business Administration 26, 50 

Calendar, Academic 6 

Calendar of Events, 1978-79 106 

Calendar, Modular 6 

Campus Life 88 

Career-Service Program 12 

Chemistry 28 

Classics 30 

College Entrance Examinations 92 

College Level Examination Program (CLEP) 93 

Collegium Concept 8 

Commitments of Eckerd College 2-4 

Christian Values 3 

Faculty to Students 3 

General Education 3 

Human Relationships 4 

Individual Development 2 

Integration of Liberal Arts and 

Career Preparation 3 

Pace-Setting Institution 4 

Comparative Cultures, Collegium of 9 

Comparative Literature 30 

Costs 97 

Counseling Services 90 

Course and Major Descriptions 17-87 

Course Load 6 

Course Numbers and Letters Explanation 16 

CreativeArts, Collegium of 10 

Creative Writing 31 

Credit/No Credit Grading 15 

Criminal Justice 13 

Cultural Activities and Entertainment 89 

Dance 76 

Day Students 91 

Degree Requirements 13 

Demonstrated Proficiency 15 



Directed Study 15 

A History of Scientific Ideas (Foster) 60 

American Fiction: 1950 to Present I, II 

(Carter) 47 

American Minorities (Williams) 72 

Archaeology and the Bible (Chesnut) 68 

Beginning Japanese I, II (Johnston) 45 

British Innovative Education (Ransbury) 34 

Calculus I, II (Staff) 52 

Computer Algorithms and Programming 

(Meacham) 52 

Education Experience: 

Alternative School (Ransbury) 34 

Electronics (Block) 60 

English Fantasy Literature (Mathews) 47 

Financial Statement Audit (Siegel) 27 

German Phonetics Keeton) 38 

History of Economic Thought 

(Oberhofer) 32 

History of London (W\\bur) 41 

History of Modern Britain Since 1714 

(Wilbur) 41 

History of the British Empire- 
Commonwealth Since 1783 (Wilbur) 42 

Historyof the English Language (Paidosh) ... 75 

History of the Print (Skinner) 22 

Introduction to Sociology (Williams) 70 

Introduction to the Old Testament 

(Chesnut) 68 

Introduction to the New Testament 

(Chesnut) 68 

lames Joyce, Irish Writer (Matthews) 49 

Japanese Cultural History (Johnston) 41 

Life and Works of Franz Kafka (KeeXon) 38 

Literature and the Process of Self- 
Discovery (Matthews) 47 

Logic and Language (Pav) 56 

Management Croup Process Practicum 

(Tebbs) 50 

Modern Astronomy (Foster) 60 

Modes of Philosophizing (Irwin) 56 

Personnel Management (Tebbs) 50 

Programmed Elementary German 

(Keeton) 38 

Religion in America (Carlsten) 66 

Shakespeare: the Forms of his Art 

(Empric) 47 

Swedish I, II, III (Carlsten) 74 

Systems Audit (Siegel) 27 

The Artistry of Federico Garcia Lorca 

I, II (Trakas) 74 

The Endless Journey: an Introduction to 

Anthropology I, II (DeGroot) 17 

The Family (Williams) 71 

The Futures of Man: Worlds of 

Science Fiction (Foster) 60 

The Industrial Revolution in 

America (McKee) 42 

The Life and Teachings of Jesus (Chesnut) .... 68 

The Progressive Movement (McKee) 42 

The Universe (Foster) 60 

The World of Life (Foster) 60 

Twentieth Century European Fiction I, II 

(Carter) 48 

Twentieth Century Music (Waters) 55 

United States History (McKee) 41 

Your Family in American History (McKee) 39 

Dismissal, Academic 16 

Early Admissions 92 

Early Decision for Admission 92 

Earth Sciences 35 

East Asian Area Studies 31 

Economics 31 

Education 33 

Employment on Campus % 

Engineering 3-2 Program 10 

Entertainment and Cultural Activities 89 

Environmental Studies 35 

Evaluation 15 

Expenses 97 

Faculty and Administration 98-100 

Fees 97 

Financial Aid 94 

Grants 95 

Loans 95 

Renewals % 

Scholarships 94 

Selection Procedures 96 

Social Security Benefits 96 

Veterans' Benefits 96 

Foundations Collegium 9 

French/French Area Studies 36 

Geography 37 

German/Germanic Area Studies 37 

Grades 15 

Grants 95 

Greek 30 

Health Services 90 

Hebrew 38 

Hispanic Area Studies 72 

History 39 

Honors at Graduation 16 

Humanities 45 

Human Resources 43 

Independent Study 15 

International Education 15 

International Students 91 

Japanese 45 

Latin 30 

Leisure and Recreation 45 

Letters, Collegium of 10 

Library 11 

Literature 46 

Loans 95 

Major/Areaof Concentration Requirements 14 

Majorand Course Descriptions 17-87 

Majors and Areas of Concentration 14 

Management 50 

Mathematics 51 

Mentors 6 

Minority Students 91 

Modern Languages 53 





Modes of Learning 7 


Beginning Spanish I (Trakas) 72 

College Algebra iStaii) 51 

Comprehensive Musicianship I: for 

Non-Majors (Staff) 54 

Computer Algorithms and 

Programming (Staff) 52 

Drawing Fundamentals (Rigg, Skinner) .... 20 

Early Childhood Education I (Schorn) 33 

Elementary French I (Cenz) 36 

Elementary Russian I (Staff) 69 

Environments of Learning (Bredenberg) ... 33 

Finite Mathematics (Staff) 52 

German Conversation through Film I 

(Keeton) 37 

Global History (Parsons) 39 

Introduction to Chemistry (Neithamer) .... 28 
Introduction to Psychology 

(Dembroski, MacDougall) 63 

Introduction to Sociology (Williams) 70 

Leisure Services in Community 

Organization (Staff) 45 

Literary Studies (Mathews) 46 

Literary Studies (Staff) 46 

Literary Studies: Comparative (Carter) 46 

Logic and Language (Pav) 56 

Modes of Philosophizing (Irwin) 56 

Movement as a Mode of Learning 

(Staff) 76 

Problems of American Civilization 

(McKee) 39 

Revolutions in the Modern World 

(Parsons) 39 

The American Community (Winston) 70 

The Living Theatre (Staff) 76 

The Nature of History: World 

Warn (Wilbur) 39 

The Study of Religion 

(Carlsten, Chesnut) 66 

Trigonometry 52 

Understanding the Bible (Chesnut) 66 

Visual Problem Solving I (Crane) 20 

Requirement 14 

Modular Calendar 6 

Music 53 

Natural Sciences, Collegium of 10 

Off-Campus Programs 12 

Off-Campus WinterTerm Projects 86 

Organizations and Clubs 89 

Philosophy 56 

Physical Education 57 

Physics 59 

Political Science 61 

Pre-Professional Programs 10 

Probation, Academic 16 

Program for Experienced Learners 12 

Psychology 63 

Public Safety Administration 13 

Refunds 97 

Registration 16 

Religious Life 90 

Religious Studies/Religious Education 66 


Degree 13 

Major/Area of Concentration 14 

Modes of Learning 7 

Residency 97 

Scholarship 16 

Transfer Students 92 

Values Sequence 7 

World View 14 

Writing Competency 13 

Residency Requirement 97 

Resident AdvisorTraining Course 69 

Room and Board 97 

Russian Studies 69 

St. Petersburg, the City 88 

Scholarship Requirements 16 

Scholarships 94 

Semester Abroad 11 

Social Security Benefits 96 

Sociology 70 

Spanish/Hispanic Area Studies 72 

Speech _ 74 

StudentActivities 89 

Student Government 89 

Student Life 88 

Student Publications 89 

Summer Term 12 

Swedish 74 

Teacher Education 33 

Teaching English as A Second Language 

(TESL) 74 

Theatre 76 

Transcripts 15 

Transfer Admission 92 

Transfer of Credit 92 

Transfer Student Requirements 14 

Tuition and Fees 97 

Values Sequence 7 

Values Sequence Colloquia 

American Myths (McKee) 43 

Business and Society (Siege!) 28 

Culture from the Inside Out (DeCroot) 19 

Ecology, Evolution and Natural 

Resources (Reid, Hanes) 26 

Ethical Issues and the Helping Professions 

(Cozad) 44 

Fantasy, Science Fiction and Human 

Values (Mathews) 50 

Human Nature and Human Values 

(Foster) 61 

Inquiry and Human Nature (Staff) 78 

Issues in Education (Ransbury) 35 

Justice, Law and Community 

(Rackow, Staff) 63 

/.ondon Co//oq(7/t/m (Resident Director) 20 

Managementfheory and Practice (Jebbs) .... 51 

One World (Parsons) 43 

Science, Technology and Human Values 

(Pav) 57 

Secularism and Personal Values 

(Johnston) 68 



Social Policy (Winston) 72 

Social Psychology (Dembroski) 66 

The Art Experience (Rigg) 23 

The Oceans and Man (Ferguson) 26 

The Uses of Theatre (Staff) 78 

Values and the Search for Spirit (Staff) 78 

Values in Modern British and American 

Poetry (Staff) 50 

Western Civilization (Matthews, Pav, 

Wilbur) 43 

Woman as Metaphor: Investigating our 

Literary Heritage (Empric) 50 

Values Sequence Requirement 7 

Veterans' Benefits 96 

Visual Arts 20 

Waterfront Program 90 

WinterTerm 7 

Winter Term Projects Descriptions 

On-Campus 81 

Off-Campus 86 

Withdrawal Grades 15 

World View Requirement 14 

Writing Center 11 

Writing Competency Requirement 13 

Writing Skills 78 

Native Students 78 

Non-Native Students 78 

Writing Workshop 31 



Fri., Aug. 18 Freshmen arrive and register before 3:00 p.m. 

Sat., Aug. 19 Autumn term begins at 8:00 a.m. 

Thu., Sept. 7 Residence houses open at noon for new students for fall semester 

Fri., Sept. 8 Orientation for new students 

Sat., Sept. 9 Autumn Term Celebration. End of autumn term. Residence houses 

open to returning upperclass students at noon. 

Mon., Sept. 11 Registration and financial clearance for fall semester, all students 

Tue., Sept. 12 'Fall semester and module 1 begin at 8:00 a.m. 

Wed., Sept. 13 Opening Celebration 

Mon., Sept. 18 End of drop/add period for module 1 courses 

Thu., Sept. 21 End of drop/add period for fall semester courses 

Fri., Sept. 29 Winter term registration 

Fri., Oct. 27 Module 1 ends at 4:30 p.m. 

Fri. -Sat., Oct. 27-28 Meeting of Board of Trustees 

Mon., Oct. 30 Module 2 begins at 8:00 a.m. New student registration/orientation 

for module 2 

Fri., Nov. 3 End of drop/add period for module 2 courses 

Mon. -Wed., Nov. 13-15 Preregistration for spring semester, all students 

Thu. -Fri., Nov. 23-24 Thanksgiving holiday; no classes 

Wed., Dec. 20 Fall semester and module 2 end at 4:30 p.m. 

Thu., Dec. 21 Christmas recess begins. Residence houses close at noon 

Tue., Jan. 2 Residence houses reopen at noon. New student registration/ 

orientation for winter term 

Wed., Jan. 3 Winter term begins at 8:00 a.m. All projects meet 

Thu., Jan. 4 Last day to enter winter term; end of drop/add period 

Wed., Jan. 31 Winter term ends at 4:30 p.m. 

Thu. -Fri., Feb. 1-2 First comprehensive examination period 

Fri., Feb. 2 New students arrive. Orientation for new students 

Mon., Feb. 5 Returning students arrive. Registration and financial clearance for 

spring semester, all students 

Tue., Feb. 6 Spring semester and module 3 begin at 8:00 a.m. 

Mon., Feb. 12 End of drop/add period for module 3 courses 

Thu., Feb. 15 End of drop/add period for spring semester courses 

Fri., Mar. 23 Module 3 ends at 4:30 p.m. 

Sat., Mar. 24 Spring recess begins. Residence houses close at noon 

Sun., April 1 Residence houses reopen at noon 

Mon., April 2 Module 4 begins at 8:00 a.m. New students registration/orientation 

for module 4 

Tue. -Wed., April 3-4 Second comprehensive examination period 

Fri., April 6 End of drop/add period for module 4 courses 

Fri., April 13 Good Friday; no classes 

Thu., April 26 Mentor conferences and contracts for 1979-80 

Thu. -Mon. April 26-30 Preregistration for fall semester 1979-80 

Wed., May 23 Spring semester and module 4 end at 4:30 p.m. 

Sun., May 27 Baccalaureate-Commencement 

Mon., May 28 Residence houses close at noon 

June 11-August 3 Summer term 

June11-July6 Module A 

July 9-August 3 Module B 

(Bayway) 54th AVENUE SOUTH 







campiis visit 

Only from a campus visit can you judge if the 
school and your expectations "fit." 

Plan to take a campus tour, sit in on a class, visit 
with our professors and students, and take time 
to see the area. 

Also, try to visit when classes are in session. 
Check the academic calendar before planning 
yourvisit. We ask only one thing of you: Give 
us some advance notice of your arrival — a few 
days is fine. Call us or drop us a line — the 
Admissions staff will be happy to work with 

The Admissions office is open from 8:30 a.m. to 
5:00 p.m. on weekdays; from 9:00 a.m. to noon 
on Saturday; summer hours are weekdays 8:30 
a.m. to5:00p.m. 

For best results, please direct all 
correspondence prior to your acceptance to the 
Director of Admissions. 


Upham Administration Building 

Ben Hill Critfin Chapel 

Lewis House 

Physical Plant 

Frances and Bivian McArthur 

Physical Education Center 

Psychology Laboratory 

F Page Seibert Humanities Building 

Forrer Language Center 

Robert T. Sheen Science Center 

Chemistry & Physics 

Science Auditorium 


Dendy-McNair Auditorium 

William Luther Cobb Library 

R W and Helen Roberts Music Center 

Christiana and Woodbury Ransom 

Visual Arts Center 

Bininger Center tor Performing Arts 

EJoat House 

Edmundson Hall 

Brown Hall 

Lindsey Hall 

Fox Hall 

Webb Health Center 

Student Cafeteria 
Alpha Residence Cluster 
Beta Residence Cluster 
Gamma Residence Cluster 
Delta Residence Cluster 
Epsilon Residence Cluster 
Zeta Residence Cluster 
Kappa Residence Cluster 
Tennis Court 
Gate House 


It is the policy of Eckerd College not to discriminate on the basis of 
sex, race or ethnic origin in the institution's educational programs, 
activities, admissions or employment practices. 

Inquiries regarding compliance with either Title iX of the 1972 
education amendment or other non-discriminatory codes should be 
directed to; 

Dr Richard Hallin 
Provost, Eckerd College 
34th St. & 54th Avenue South 
St, Petersburg, FL33733 


DirectoroftheOfficeforCivil Right 
U.S. Department of 

Health, Education and Welfare 
Washington, D.C.